教師合作自編國小霸凌防治教材與教學實踐之個案研究

A Case Study of Elementary School Teacher-designed Bullying Prevention Materials and Teaching Practices

10.6481/JTR.201608_9(2).04

方朝郁(Chao-Yu Fang)

校園霸凌 ； 霸凌防治 ； 自編教材 ； 目標模式 ； 課程設計 ； school bullying ； bullying prevention ； teacher-designed materials ； objectives model ； curriculum design

教科書研究

9卷2期（2016 / 08 / 15）

101 - 134

繁體中文

本研究採個案研究法，透過參與觀察、訪談、文件分析及問卷調查等方法蒐集資料，以了解教師合作自編霸凌防治教材之設計歷程、教材內容與實施成效。主要發現：（一）採用「教師自編教材目標模式」設計教材有按部就班之效，課程目標來自霸凌防治理論及課程要素，配合學校教育願景及道德認知發展原理加以篩選，選擇與組織後的教材尚須「轉化」成為實際課程；（二）霸凌防治教材包含「悅納自己」、「友愛同學」、「認識霸凌」及「拒絕霸凌」四大單元、八個主題，具有「推己及人」的漸進發展特色；符合選擇教材的準備原則、興趣原則、練習原則、多樣原則以及組織教材的順序性、統整性、繼續性三項規準；（三）本教材有效達成課程四大目標，減少個案班級學生霸凌事件發生，惟要發揮長期防治效果仍須師生共同努力。最後，本文依據研究結論提出若干建議。

Adopting the case study method, this research aims to investigate the process, content and effectiveness of teacher-designed bullying prevention materials. The findings are as follows: (1) The ＂objectives model of teacher-designed materials＂ was useful for the step by step designing of materials. Originated from the bullying prevention theoretical foundation and curriculum elements, the objectives were selected by the school education vision and moral cognitive development theory. The materials were to be ＂transformed＂ into actual course after selecting and organizing. (2) The bullying prevention course consists of four dimensions and eight themes, covering ＂accepting myself,＂ ＂being friendly to schoolmates,＂ ＂recognizing bullying＂ and ＂saying 'No' to bullying.＂ It adheres to the materials selection principles of preparation, interest, exercise and diversity as well as the materials organizing criteria of sequence, integration and continuity. All of these principles are shaped by the progressive principle of ＂putting oneself in another's shoes.＂ (3) The bullying prevention materials effectively reduced bullying incidents and the outcome basically met the four objectives of the course. However, the teacher and students should endeavor to ensure the long term effect. Finally, recommendations are presented based on the findings and conclusions of the study.

1. 陳建甫、李素君(2015)。校園反霸凌能力指標與課程之研究：以九年一貫社會學習領域中的反霸凌與和平教育概念為例。中等教育，66(4)，89-118。
   連結：
2. 馮嘉玉、晏涵文(2013)。國中校園霸凌與同儕性騷擾防治介入課程設計與介入效果。臺灣性學學刊，19(1)，21-52。
   連結：
3. 黃資富、張鳳琴、李景美、邱瓊慧(2014)。臺北市高職一年級學生網路霸凌預防教育介入成效評估。學校衛生，64，1-23。
   連結：
4. 教育部（2011）。各級學校防制校園霸凌執行計畫。臺北市：作者。
5. (2008)。國民中小學九年一貫課程綱要綜合活動學習領域。
6. Piaget, J. (1932). The moral judgment of the child. New York, NY: Free Press Paperbacks.
7. 兒童福利聯盟文教基金會（2014）。2014 年臺灣校園霸凌狀況調查報告。臺北市：作者。
8. Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press.
9. (2011)。國民中小學九年一貫課程綱要重大議題（人權教育）。
10. (2008)。國民中小學九年一貫課程綱要社會學習領域。
11. Andreou, E.,Didaskalou, E.,Vlachou, A.(2008).Outcomes of a curriculum-based anti-bullying intervention program on students' attitudes and behavior.Emotional & Behavioural Difficulties,13(4),235-248.
12. Babbie, E. R.(2013).The practice of social research.Belmont, CA:Wadsworth Cengage Learning.
13. Farrington, D. P.(1993).Understanding and preventing bullying.Crime and justice,17,381-458.
14. Garrity, C.,Jens, K.,Porter, W.,Sager, N.,Short-Camilli, C.(2004).Bully-proofing your school: Teacher's manual and lesson plans for elementary schools.Longmont, CO:Sopris West.
15. Hirschstein, M. K.,Van Schoiack Edstrom, L.,Frey, K. S.,Snell, J. L.,MacKenzie, E. P.(2007).Walking the talk in bullying prevention: Teacher implementation variables related to initial impact of the steps to respect program.School Psychology Review,36(1),3-21.
16. Hodges, E. V. E.,Boivin, M.,Vitaro, F.,Bukowski, W. M.(1999).The power of friendship: Protection against an escalating cycle of peer victimization.Developmental Psychology,35,94-101.
17. James, D. J.,Lawlor, M.,Flynn, A.,Murphy, N.,Courtney, P.,Henry, B.(2006).One school's experience of engaging with a comprehensive anti-bullying programme in the irish context: Adolescent and teacher perspectives.Pastoral Care in Education,24(4),39-48.
18. Jimerson, S. R.(Ed.),Swearer, S. M.(Ed.),Espelage, D. L.(Ed.)(2010).The handbook of school bullying: An international perspective.New York, NY:Routledge.
19. Kirman, J. M.(2004).Using the theme of bullying to teach about human rights in the social studies curriculum.Mcgill Journal of Education,39(3),327-341.
20. Limber, S. P.(2011).Development, evaluation, and future directions of the olweus bullying prevention program.Journal of School Violence,10(1),71-87.
21. Marshall, C.,Rossman, G. B.(2006).Designing qualitative research.Thousand Oaks, CA:Sage.
22. McElearney, A.,Roosmale-Cocq, S.,Scott, J.,Stephenson, P.(2008).Exploring the anti-bullying role of a befriending peer support programme: A case study within the primary school setting in Northern Ireland.Child Care in Practice,14(2),109-130.
23. Merriam, S. B.(2009).Qualitative research: A guide to design and implementation.San Francisco, CA:Jossey-Bass.
24. Oliva, P. E.(2009).Developing the curriculum.Boston, MA:Pearson/Allyn and Bacon.
25. Olweus, D.(1993).Bullying at school: What we know and what we can do.Oxford, UK:Blackwell.
26. Ornstein, A. C.,Hunkins, F. P.(2004).Curriculum: Foundations, principles, and issues.Boston, MA:Pearson/Allyn and Bacon.
27. Orpinas, P.,Horne, A. M.(2006).Bullying prevention: Creating a positive school climate and developing social competence.Washington, DC:American Psychological Association.
28. Raskauskas, J.(2007).Evaluation of the kia kaha anti-bullying programme for students in years 5-8.Wellington, New Zealand:New Zealand Police.
29. Salmivalli, C.,Kaukiainen, A.,Voeten, M.(2005).Anti-bullying intervention: Implementation and outcome.British Journal of Educational Psychology,75,465-487.
30. Schön, D. A.(1987).Educating the reflective practitioner: Toward a new design for teaching and learning in the professions.San Francisco, CA:Jossey-Bass.
31. Smith, P. K.(Ed.),Pepler, D.(Ed.),Rigby, K.(Ed.)(2004).Bullying in schools: How successful can interventions be.Cambridge, UK:Cambridge University Press.
32. Smith, P. K.(Ed.),Sharp, S.(Ed.)(1994).School bullying: Insights and perspectives.London, UK:Routledge.
33. Ttofi, M. M.,Farrington, D. P.(2011).Effectiveness of school-based programs to reduce bullying a systematic and meta-analytic review.Journal of Experimental Criminology,7(1),27-56.
34. 方德隆(2005)。課程理論與實務。高雄市:麗文文化。
35. 王榮駿(2010)。碩士論文(碩士論文)。嘉義市，國立嘉義大學國民教育研究所。
36. 張益瑞、崔夢萍(2014)。數位影片案例教學對國小學童反霸凌知識、社交技巧及同理心之影響。市北教育學刊，47，47-73。
37. 陳利銘、王佳琪、馮綉雯(2015)。國民小學高年級學童校園霸凌現況之研究。教育學刊，45，127-157。
38. 陳利銘、鄭英耀、黃正鵠(2010)。反霸凌政策之分析與改進建議。教育政策論壇，13(3)，1-25。
39. 游雯華(2012)。碩士論文(碩士論文)。臺北市，國立臺北教育大學生命教育與健康促進研究所。
40. 馮喬蘭(2011)。這樣「反霸凌」，有用嗎。人本教育札記，268，38-40。
41. 黃光雄、蔡清田(2009)。課程發展與設計。臺北市:五南。
42. 黃政傑(1991)。課程設計。臺北市:東華。
43. 黃梅嬌(2005)。碩士論文(碩士論文)。臺北市，國立臺北師範學院課程與教學研究所。
44. 熊雪娟(2014)。碩士論文(碩士論文)。彰化縣，國立彰化師範大學輔導與諮商學系所。
45. 劉炘衢(2009)。碩士論文(碩士論文)。嘉義縣，國立中正大學犯罪防治所。
46. 歐用生(2003)。課程發展的基本原理。高雄市:復文。
47. 鄭雅尹(2009)。碩士論文(碩士論文)。臺北市，臺北市立教育大學心理與諮商教學碩士學位班。
48. 簡楚瑛(2009)。課程發展理論與實務。臺北市:心理。

1. 李明憲、王承諺(2018)。國小輔導教師實施防制霸凌課程之個案研究。學校衛生，72，15-28。
2. 王玉華(2019)。建構幼兒園主題網和教案之編輯與共享平台研究。科技與人力教育季刊，6(2)，32-59。
3. 顏慶祥,陳世文(2021)。「探究與實作」課程在普通高中自然科學領域實施概況之調查研究。課程與教學，24(4)，135-166。
4. 趙淑珠,何忻蓓,Shaofan Bu,Ada L. Sinacore(2022)。Teachers' Perceptions of the Implementation of the Bullying Prevention Policies in Taiwan。中華輔導與諮商學報，65，63-91。