Optimizing the Classroom Management Quality of Middle Schools

• Main Authors: LIN,YI-JEAN, 林宜貞
• Other Authors: YANG,CHEN-LUNG
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/04047026571849745324

碩士 === 中華大學 === 科技管理學系 === 105 === Education is the basic policy of a country and the drive to enhance national literacy. In school education, quality of class management is the essential condition to fulfill effective instruction and learning quality. High-quality class management allows teachers to demonstrate their specialty and reinforce instructional efficacy. Students can thus enjoy learning and grow at the same time. However, in the trend of fewer children, progress of technology and knowledge economy, teachers’ and students’ demands for instruction and learning fields change gradually. Therefore, how to construct proper class management model for students becomes an important issue concerned by teachers, schools and educational units. For junior high school students, in particular, with the contradictory emotion between attraction of technology extended leisure products and academic pressure, what is the appropriate model of class management? Does current class management model implemented match their needs? Based on above, this study aims to focus on junior high school students’ needs, clarify critical quality problems by quality assessment of class management and propose the suggestions in order to optimize class management quality and strengthen teachers’ instructional efficacy and students’ learning quality. To accomplish the goal, by literature review of class management and expert forum, this study constructs junior high school students’ class management quality assessment inventory, including class rule management, class atmosphere construction, parents-teachers communication, learning environment of class, teachers’ instructional quality, students’ learning outcome and solution to their problems, with a total of 7 dimensions and 51 indicators. The research subjects were students of one junior high school in New Taipei City. By questionnaire survey and stratified random sampling, it collected data. In this investigation, it retrieved 415 valid questionnaires. Data were empirically analyzed by independent sample t test and IPGA model. Primary research result reveals that key factors for improvement according to gap of cognitive demand importance and evaluation of satisfaction of junior high school students on teachers’ class management are the following: “teachers are often delightful and encourage students to learn”, “they decorate classrooms according to different festivals and schedules of teaching materials”, “students’ academic performance matches teachers’ expectation”, “teachers are humorous in class”, “decoration in classrooms is based on functions of classrooms and instructional objectives to result in lively learning environment” and “teachers actively increase frequency or opportunities to communicate with parents”. In the following, this study will establish related suggestions as reference for educational workers’ instruction, educational administration and related research in order to lead to quality optimization of class management. Keywords: Class Management, Quality Assessment Inventory, Junior High School Students, IPGA Model