臺灣博碩士論文加值系統

摘 要
本研究旨在探討干擾性學生在教室內之師生互動。主要是由教室中自然觀察的資料，以序列分析法來分析干擾性學生師生互動型態與歷程。研究對象為四名就讀台北市國小三到六年級具有干擾性行為或其他嚴重行為問題的學童。
本研究結果顯示：
一、 教師和學生行為的發生情形
在課堂教學情境中，教師均以中性行為為主，負向行為較少。反觀學生方面，除案例一學生以中性行為最多，其他三組案例學生則均以負向行為佔絕大部分。
二、不同教學情境結構與師生互動
在無結構情境中，就師-生互動序列型態觀之，四組案例均出現最多教師正向激發-學生負向後續反應，而生-師互動序列型態方面，案例一和三均出現最多學生負向激發-教師正向後續反應，案例二和四則以學生負向激發-教師負向後續反應型態最頻繁。
在半結構情境中，就師-生互動型態分布觀之，除案例一以教師正向激發-學生正向後續反應為主，其他三組案例則以教師正向激發-學生負向後續反應最多，而生-師互動序列型態方面，案例一出現最多學生正向激發-教師正向後續反應，案例二則為學生中性激發-教師中性後續反應，案例三為學生負向激發-教師正向後續反應，案例四出現最多學生負向激發-教師負向後續反應。
在結構情境，就師-生互動型態分布觀之，除案例四外，其他三組案例均出現最多教師中性激發-學生中性後續反應，而生-師互動序列型態方面，四組案例則以學生中性激發-教師中性後續反應最為頻繁。
三、師生之互動序列型態
就師-生互動型態觀之，從教師激發後，學生後續反應的方式中歸納出中性、負向影響、遵從正向規範、反抗正向規範、遵從負向規範，和反抗壓制等六種互動型態。
另外，就生-師互動型態觀之，從學生激發後，教師後續反應的方式中歸納出中性、未積極增強、正向互惠、正向規範誘導、負向強制，和負向評價等六種互動型態。
根據上述研究結果，本研究對未來教學實務運用與研究方向提出幾點建議。
關鍵詞：干擾性學生、師生互動、互動分析、序列分析

The Analysis of Teacher-Student Interaction Patterns in Classrooms for Disruptive Students
Ching-Chih Chen
Abstracts
The main purpose of this study was to analyze the teacher-student interaction patterns in classrooms for disruptive students. The teacher-student interaction of four third- to sixth-grade primary school students who exhibited high rates of disruptive behavior and/or other serious behavior problems were observed in natural setting. The teacher-student interaction events and behaviors were analyzed by the sequential analysis to display interaction patterns and processes.
The main findings of this study were stated as the followings:
1. Rates of teacher and student''''s behavior:
In classrooms, all teachers engaged in more neutral behavior, displayed low rates of negative behavior. All students engaged in high rates of negative behavior except for the case one who engaged in high rates of neutral behavior.
2. Teacher-student interaction within three types of structured activities:
During unstructured activities, in terms of teacher initiation/student response interactions, four cases were mainly teacher positive initiation/student negative response interactions. In terms of student initiation/ teacher response interactions, case one and case two were mainly student negative initiation/ teacher positive response interactions, and case three and case four were mainly student negative initiation/ teacher negative response interactions.
During semi-structured activities, in terms of teacher initiation/student response interactions, case one was mainly teacher positive initiation/student positive response interactions, and the others were mainly teacher positive initiation/student negative response interactions. In terms of student initiation/ teacher response interactions, case one was mainly student positive initiation/ teacher positive response interactions, case two was mainly student neutral initiation/ teacher neutral response interactions, case three was mainly student negative initiation/ teacher positive response interactions, and case four was mainly student negative initiation/ teacher negative response interactions.
During structured activities, in terms of teacher initiation/student response interactions, all cases were mainly teacher neutral initiation/student neutral response interactions except for case one. In terms of student initiation/ teacher response interactions, all cases were mainly student neutral initiation/ teacher neutral response interactions.
3.Teacher-student interaction patterns:
In terms of teacher initiation/student response interactions, after teacher initiations, student responses were divided into six types of interaction- to response neutrally, influence negatively, comply positive regulation, react against positive regulation, comply negative regulation, and react against coercion.
In terms of student initiation/ teacher response interactions, after student initiations, teacher responses were divided into six types of interaction-to response neutrally, reinforce without enthusiasm, response reciprocally, induce with positive regulation, coerce, and evaluate negatively.
Implications for practice and further research are recommended on the basis of the findings of this study.
Keywords: disruptive student, teacher-student interaction, interaction analysis, sequential analysis.

目錄
第一章 緒論 1
第一節 研究動機與目的 1
第二節 研究問題 6
第三節 名詞釋義 7
第二章 文獻探討 9
第一節 學生的行為問題發展與相關研究 9
第二節 師生互動與學生的行為問題 16
第三節 師生互動序列分析研究 20
第三章 研究方法 25
第一節 研究架構 25
第二節 研究對象與觀察時間取樣 26
第三節 研究工具 29
第四節 研究程序 31
第五節 行為觀察紀錄與編碼 35
第六節 資料整理與分析 43
第四章 研究結果 45
第一節 案例一之師生互動分析 45
第二節 案例二之師生互動分析 61
第三節 案例三之師生互動分析 76
第四節 案例四之師生互動分析 93
第五章 綜合分析與討論 107
第一節 教師和學生行為的發生情形 107
第二節 不同教學情境結構與師生互動 109
第三節 師生互動型態中之師生行為序列關係 113
第六章 結論與建議 124
第一節 結論 124
第二節 研究限制 129
第三節 建議 131
參考文獻 135
附錄 142
附錄一：師生互動歷程觀察記錄表 142
附錄二：師生互動歷程編碼表 143
附錄三 互動行為架構之說明 144
附錄四：師生互動歷程觀察記錄表之實作範例 151
附錄五：師生互動歷程編碼之實作範例 159
表次
表3-2-1 個案基本資料 28
表3-5-1 互動行為分類架構 37
表3-5-2 互動序列起點 40
表3-5-3 互動序列終點 40
表3-5-4 二位編碼者間一致性 42
表4-1-1 案例一教師各類行為發生次數和比率 46
表4-1-2 案例一學生各類行為發生次數和比率 47
表4-1-3 不同結構，案例一之師生互動行為序列發生次數和簡單機率 49
表4-1-4 案例一之師生互動序列型態 53
表4-2-1 案例二教師各類行為發生次數和比率 61
表4-2-2 案例二學生各類行為發生次數和比率 62
表4-2-3 不同結構，案例二之師生互動行為序列發生次數和簡單機率 64
表4-2-4 案例二之師生互動序列型態 67
表4-3-1 案例三教師各類行為發生次數和比率 76
表4-3-2 案例三學生各類行為發生次數和比率 77
表4-3-3 不同結構，案例三之師生互動行為序列發生次數和簡單機率 79
表4-3-4 案例三之師生互動序列型態 82
表4-4-1 案例四教師各類行為發生次數和比率 93
表4-4-2 案例四學生各類行為發生次數和比率 94
表4-4-3 不同結構，案例四之師生互動行為序列發生次數和簡單機率 96
表4-4-4 案例四之師生互動序列型態 99
表4-5-1 四組案例教師因應學生激發行為之互動型態類型 113
表4-5-2 四組案例學生因應教師激發行為之互動型態類型 119
圖次
圖3-1-1 教室內之師生互動分析研究架構圖 25
圖4-1-1 案例一之師生互動行為序列轉換機率 53
圖4-1-2 案例一師生二個行為序列互動型態之狀態轉換圖 54
圖4-1-3 案例一教師前事刺激-學生特定行為-教師後續反應互動類型 56
圖4-2-1 案例二之師生互動行為序列轉換機率 67
圖4-2-2 案例二師生二個行為序列互動型態之狀態轉換圖 68
圖4-2-3 案例二教師前事刺激-學生特定行為-教師後續反應互動類型 70
圖4-3-1 案例三之師生互動行為序列轉換機率 82
圖4-3-2 案例三師生二個行為序列互動型態之狀態轉換圖 83
圖4-3-3 案例三教師前事刺激-學生特定行為-教師後續反應互動類型 85
圖4-4-1 案例四之師生互動行為序列轉換機率 99
圖4-4-2 案例四師生二個行為序列互動型態之狀態轉換圖 100
圖4-4-3 案例四教師前事刺激-學生特定行為-教師後續反應互動類型 102

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