| Summary: | 碩士 === 逢甲大學 === 公共政策研究所 === 103 === This study aimed to explore the activity process and the implementation effectiveness of an action research on the innovative classroom management of a junior high school’s homeroom teacher, and to develop implementation strategies for the research questions. The findings of this study were expected to be offered to other homeroom teachers for classroom management. In this study, the classroom management was implemented for 3 semesters from the first day in the seventh grade of the junior high school. With self-examination of 7Rs innovative framework, 6 classroom management strategies were used and 17 activities were designed and implemented. Data were collected through document analysis, activity design and implementation, students’ interviews, teacher’s reflection, and opinions of 4 collaborative researchers. The findings of this study are as follows:
1. The active implementation of 7 activities by the homeroom teacher in the first semester of the seventh grade could help the homeroom teacher quickly control the situation of the class. And the students could quickly adapt to the junior high school life and grow gradually.
2. The homeroom teacher improved students’ character education, prepared for the enrolment excess, and seized students’ heart by 6 activities in the second semester of the seventh grade. The students identified with the class, and their behavior gradually became stabilized.
3. 4 more activities were added in the first semester of the eighth grade. The achievement of the communication between parents and the teacher was shown. The students could show autonomous management and value the honor.
4. In terms of the effects of this study,
(1) The collaborative researchers thought that the students had positive behavior changes, revealed autonomous management, and valued the honor, while the homeroom teacher was creative, enthusiastic and had love of education.
(2) After the class won awards continuously, the homeroom teacher and the students got positive reinforcement and the sustained power.
(3) The homeroom teacher observed that the students’ deviant behavior was improved and the students’ emotion became stabilized gradually. Besides, the homeroom teacher observed that the students could manage themselves autonomously to strive for honor and to learn math actively.
(4) The homeroom teacher affirmed the value of the innovative classroom management and the enhancement in the teacher’s professional competence, including cultivating students’ character education, developing students’ self-management to value the honor and cooperation, and enhancing communication between parents and the teacher.
Finally, based on the conclusions above, this study provided suggestions for the homeroom teachers, students, parents, schools, and future research workers.
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