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Author: 廖筠松
Yun-Song Liao
Thesis Title: 班網助教協助班級經營之研究—以龍門國中為例
A Research of Developing Teaching Assistant and Cyber Tutor in Assisting Comprehensive Class Management — An example of Taipei Long-Men Junior High School
Advisor: 王有禮
Yue-Li Wang
Committee: 徐俊傑
Chun-Chieh Hsu
楊維寧
Wei-Ning Yang
Degree: 碩士
Master
Department: 管理學院 - 管理研究所
Graduate Institute of Management
Thesis Publication Year: 2006
Graduation Academic Year: 94
Language: 英文
Pages: 135
Keywords (in Chinese): 班級經營班網家教網路學習社群合作式學習建構式學習學習動機
Keywords (in other languages): Comprehensive Class Management, Teaching Assistant, Cyber Tutor
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  • 班級是學校經營的基本單位,導師對班級經營的理念及執行力,關係著學校整體經營的良窳,以及以班級為核心之利害關係人利益。然而現行國中導師因為主、客觀環境的各種限制因素,於班級經營上往往心有餘而力不足。九年一貫教育實施以來,雖然家長參與校務的比重增加,但老師或學校當局,長久以來基於教師自主及對專業的尊重,往往不太願意家長過度介入班級經營。但是正值青春期,身心快速發展的國中同學,實有需要親、師雙方密切合作,投入更多的關注與支持。

    另一方面,觀察當前教育就業市場,正式教師職缺愈趨稀少,就讀師範院校或教育相關科系之學生就業日益困難,甚至缺乏實習機會,因而有所謂流浪教師的奇怪現象。有鑒於此,本論文提出以修習教育學程之大學生(師資生)或待業教師,承家長之委託,擔任國中班級導師助教之構想,除可協助導師進行班級經營,並藉由網路及共同學習社群,兼任同學課業輔導之家教。這些大學生或待業教師藉由「班網」學習社群及親身參與班務及輔導,而與學生有更多互動及職場磨練機會。表現良好者有機會繼續留任該校,學校當局也可藉此招聘合適的全職教師。

    本研究藉由一網路學習部落(社群)型態班網之建構,選派若干位大學師資生擔任班級助教兼網路家教(簡稱班網助教),實際協助龍門國中七年八班及七年十一班之導師進行班級經營,希冀提升學生之學習動機及經營成效。透過「班級助教及網路家教部落學習」實驗系統的網站介面,班網助教群分別建立各班之學習社群,藉由輔導同學課後學習,觀察是否能協助導師經營班級、紓解流浪教師的就業問題及滿足家長等利益關係人之共同利益。


    Comprehensive class management is the fundamental of overall school management. The vision and execution quality of respective class mentor will affect total quality of school management and respective class stakeholders interest. However, many class mentors among junior high school teacher groups might be limited by entire teaching environment, internally or externally, personally or environmentally factors to be effective execution in class management. The 9-year consecutive policy of elementary and junior high school education encourages parents participating the comprehensive school and class management as well. But teachers and school authority are somehow conservative in attitude of parents participation in general class affairs, by the reason of respecting the responsibility and professionalism of class mentor. As matter of fact, the junior high students, are in the stage of diversity, must need to put more attentions and supports on by the intensive cooperation of teachers, parents and the general school administrations.

    Furthermore, by an observation of employment in education industry, the formal teacher vacancies become limited recently due to slower personnel renewal. It’s getting harder and harder to be employed as formal school teacher right after graduated from colleges, or even harder to obtain on-site practicing opportunity prior to graduation. “Homeless teacher” is increasing due to teaching personnel demand and supply imbalance, and becomes a abnormal phenomenal which government may need to put attention on.

    Therefore, we are proposing a innovative class mentoring model by combining the concerns of teachers(especially class mentors), parents and teacher-to-be college students,Let the teacher-to-be students or unemployed teacher candidates act as teaching assistants and cyber tutors for junior high school class mentors and students, by the sponsorship of parents, in helping of comprehensive class management and learning motives. Through a class level learning website or internet community, teaching assistants and cyber tutors will help students in homework doing, lessons reviewing and problem solving after regular classes. The assistants and tutors are the agents of parents who were providing additional teaching and learning service to protect class relevant stakeholders’ interest.

    A experimental web system and team were conducted for testing the innovative mentoring model and gathering opinions. By the permission and support of Long-Men Junior High School in Taipei City, Class 708 and Class 711 were selected to be the testing groups. We had worked closely with both classes members and obtained the feedbacks for feasibility analysis through the study. We hope the finding results could help school, parent and education policy authority thinking about the comprehensive class management effective solution also teaching human resource over supply and relevant issues as well.

    中文摘要 -------------------------------------------------------------------------------------- I 英文摘要 --------------------------------------------------------------------------------------II 誌 謝 ------------------------------------------------------------------------------------- IV 圖表索引 ------------------------------------------------------------------------------------ VII 第一章緒論 --------------------------------------------------------------------------------- 1 1.1 研究背景 ------------------------------------------------------------------------------- 1 1.2 研究目的 ------------------------------------------------------------------------------- 3 1.3 研究範圍 ------------------------------------------------------------------------------- 5 第二章文獻探討 --------------------------------------------------------------------------- 6 2.1班級經營與班網 ---------------------------------------------------------------------- 6 2.2家教 ------------------------------------------------------------------------------------- 10 2.3網路學習社群 ------------------------------------------------------------------------- 15 2.4學習動機 ------------------------------------------------------------------------------- 23 第三章系統規劃與實作 ------------------------------------------------------------------ 28 3.1前言 ------------------------------------------------------------------------------------- 28 3.2實驗系統的設計理念 ---------------------------------------------------------------- 29 3.3計畫沿革及時程規劃 ---------------------------------------------------------------- 32 3.4參與實驗師資生介紹 ---------------------------------------------------------------- 35 3.5大事紀回顧 ---------------------------------------------------------------------------- 38 第四章系統實施 --------------------------------------------------------------------------- 42 4.1OHMYTEN簡介 --------------------------------------------------------------------- 42 4.2實驗階段網站使用功能之介紹 ---------------------------------------------------- 46 4.3實施結果與檢討 ---------------------------------------------------------------------- 93 第五章結論與建議 ------------------------------------------------------------------------ 99 5.1 結論 ------------------------------------------------------------------------------------ 99 5.2 建議 ----------------------------------------------------------------------------------- 101 參考文獻 ------------------------------------------------------------------------------------ 105 附 錄 -------------------------------------------------------------------------------------112 授 權 書

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