| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 101 === This study aims to explore the hidden curriculum created by disciplinary measures or punishments adopted by junior high school teachers. By case study, this research investigated the motives and methods taken by eight grade teachers of a junior high school in northern Taiwan, and how students interpret and respond to such punishment, in order to analyze the hidden curriculum brought about by punishment. This study interviewed teachers and students to collect and analyze information, while observing their interactions. The conclusions are as follows:
1. The main motive of punishment used by junior high school teachers is to educate students to make them perform better. When students break rules or make academic mistakes, facing the wall and rewriting are two of commonly seen discipline measures.
2. From students’ point of view, the multiple objectives of discipline subsequently are not only being punished but also being influenced and reformed. A survey says male students do not tend to be punished by rewriting, while facing to wall is a turn down to female ones.
3. The disciplinary measures employed by teachers produce a hidden curriculum for students, while students may adopt three interpretations, namely acceptance, detachment, or resistance. The factors that influence how students interpret such punishment include campus culture, gap of recognition, disciplinary measures, peer interactions, and teacher-student relationships, all of which affect students in the three aspects of recognition, emotion, and behavior.
4. Regarding punishment, there is a gap of understanding between teachers and students. Punishment produces a hidden curriculum for teachers and students alike. Most teachers regard punishment as a means to discipline students and emphasize the immediate effect of punishment, they neglect the value behind punishment, including a sense of responsibility.
Base on the above findings, the study offered suggestions for schools, teachers and future studies.
|
|---|
