國小班級關懷社區的形成

The Formation of a Caring Community in Classroom

10.6769/JENCUE.200912.0001

梁金都(Chin-Tu Liang)

關懷社區 ； 班級社區 ； 社區感 ； a caring community ； a sense of community ； community of classroom

彰化師大教育學報

16期（2009 / 12 / 01）

1 - 29

繁體中文

本研究主要目的在瞭解國小班級如何形成一個關懷社區，以利於學生的學習。研究者主要採取質性研究的途徑，並選取Z國小六位具有關懷特質的教師爲研究參與者，在四次焦點團體訪談中蒐集廣泛的經驗與資料，進而瞭解班級關懷社區的形成。最後，獲致以下重要的結論：小班長時間相處之穩定關係是班級關懷社區的主要條件；重視學生需求之溫暖接納關係是班級關懷社區的重要基石；以生活經驗之學習者中心課程是班級關懷社區的內在因素；合作學習之相互認肯過程是班級關懷社區的根本思考；辦理具有關懷特色之活動是班級關懷社區之關鍵策略；以及形成班級關懷社區的過程中會面臨依賴、正義等議題的挑戰。

The study is aimed at understanding the way of forming a caring community in elementary classroom settings. Primarily, qualitative approach was taken and six teachers from Z elementary school chosen as the participants of this study. Comprehensive data was collected through four focus group interviews to further comprehend the formation of a caring community in the classroom. Lastly, the conclusions are as follows. First, the long-term and steady relationship is the prerequisite four building a caring community in small classrooms. Secondly, paying much attention to students' needs of a warm and acceptable relationship is an important foundation as well. Third, the curriculum designed to focus on students' life experience is the internal factor of the caring community in classroom. Fourth, mutual recognition for cooperative learning is the fundamental consideration of the caring community in classroom. Fifth, holding activities with loving and caring characteristics is the critical strategy of its implementation. Consequently, the issues of dependence and justice frequently challenge the formative process of a caring community in classrooms.

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