師與生、拉與扯─學生眼中的師生互動之個案研究

Abstract

班級是教學活動的基本場域，由二個主要角色—教師及學生擔綱演出，然而，班級中的師生互動實屬一複雜及動態之歷程，許多影響因素摻雜於其中，本研究係以個案場域中幾則師生互動事件出發，探究學生眼中的師生互動，即學生是如何看待教師這帶著權威性的角色，是如何決定採取怎樣的策略與教師互動，而又是如何看待自身與教師們的互動？此外，經歷導師的更換，是否對師生互動亦有所影響。 本研究採質性的個案研究，以一個八年級的教室為研究場域，藉由現場參與觀察及訪談來蒐集資料，進行為期一年的研究，所得研究結論如下：

一、 師生互動是不斷協商的歷程。 二、 影響師生互動的制度面因素為升學主義、獎懲制度。 三、 影響師生互動的教師面因素為教師身份。 四、 影響師生互動的學生面因素為同儕團體。

最後，基於研究發現及結論，進行研究反思。

This case study was to depict the relationship between teacher-student interaction and the factors affecting the interaction between students and teachers. In addition, to investigating if the altering of homeroom teacher would influence teacher-student interaction. The viewpoints of students were preferred to draw more and to fulfill the above-mentioned purposes, in-depth interview, and participant observation are employed to collect empirical data in this qualitative case study. The major findings are as follows: 1.The process of teacher-student interaction is dynamic and negotiable. 2.Credentialism and system of rewards and penalties are the factors to influence teacher-student interaction. 3.The role of teachers influences teacher-student interaction. 4.The peer group members influence teacher-student interaction.