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NCUEIR > College of Education > Graduate Institute of Education > Dissertations and Theses > Item 987654321/6651

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Title:	國民中學中輟生輔導策略之個案研究-以彰化縣某國中為例
Other Titles:	A Case Study on Drop-out Counseling Strategies of Junior High School Students-One Junior High School in Changhua County as An Example
Authors:	吳麗月
Contributors:	陳聰文 Tsong-Wen Chen 吳麗月 Li-yue Wu
Keywords:	中途輟學學生;輔導策略;個案研究 Dropouts;Counseling strategy;Case study
Date:	2007
Issue Date:	2010-12-03
Description:	碩士教育研究所
Abstract:	中文摘要本研究之要旨，是研究者以實際服務學校中，中輟生輔導策略之個案研究。研究之目的最主要是在了解國中生中輟原因，進而擬定策略，確實實施，觀察實施結果，反省改進，幫助中輟生順利復學，以解決實際場域中所面臨的問題。本研究是以個案研究方法進行之，研究對象有4名中輟生，以質性研究方法的訪談、觀察和校內各種文件的分析為主要的資料蒐集方法。玆歸納本研究之結果，做成結論如下：壹、中輟原因－個人因素：因缺乏自信產生自我適應不良、生活作息不正常；家庭因素：家人溺愛或暴力管教、父母親離婚再婚致使家庭結構複雜；學校因素：對學校課業不感興趣、師生關係不佳、與同儕關係不良；社會因素：受已輟同學影響；其他因素；不明原因失蹤等。貳、輔導策略－第一次輔導策略擬定各種家庭、個人因素所造成難以適應國中生活、不滿校規或老師管教方式、學業困難、同儕相處問題之輔導策略。第二次輔導策略適時轉介到少年學園就讀；再一次請家長認真思考如何消除造成中輟的家庭因素，如改變家庭結構並確切實行；再努力找尋他們的重要他人，請其幫忙鼓勵、督促其到校上課。 ?、實施結果一、第一次輔導策略實施結果：4位研究對象實際上皆失敗。二、第二次輔導策略實施結果：1位到少年學園就讀；1位成功復學；1位來一天修兩天，規避被報中輟；1位時輟時復。根據以上研究的結果，研究者提供若干建議，供學校實際工作者、中輟生的家長及未來研究之參考。 A Case Study on Drop-out Counseling Strategies of Junior High School Students-One Junior High School in Changhua County as An Example Advisor : Tsong-Wen Chen, Ph.D. Author: Li-Yue Wu Abstract The study focused on a case study on drop-out counseling strategies in a junior high school which the researcher works for. By finding out the drop-out factors of junior high school students, making coping strategies, applying the strategies, examining the results and improving strategies, the study aimed to help dropouts return to schools successfully in order to solve the problems happening in the working field. The study adopted a case study method and a qualitative research method with the interviews, observations and all kinds of documents for data collection. Four dropouts joined the study. The conclusions are as following: First, the drop-out factors included personal, family, school, social and other factors. The personal factors were poor self-adaptation resulting from the lack of self-confidence and a disordered life. The family factors were doting parents, violent parents and complicated family structures arising from the remarriages of dropouts’ parents. The school factors were few interests in academic achievement, poor teacher-student relationship and poor peer relationship. The social factor was the influence of other dropouts. The other factor was missing dropouts. Second, counseling strategies included two stages . At the first stage of the counseling strategies, the researcher framed coping strategies according to family and personal factors that resulted in poor adaptation to campus life, dissatisfaction with campus rules or teachers’ instruction, poor academic achievement and poor peer relationship. At the second stage of the counseling strategies, the researcher timely referred dropouts to juvenile schools, asked the parents to think twice how to reduce the family factors resulting in dropouts, such as changing and applying family structures, tried to find out someone meaningful for dropouts and invited them to urge dropouts back to school. Third, the results of the study are as following. The first stage ended with the result that the strategies were not useful to four dropouts. The second stage got the result that one dropout went to juvenile school, another one successfully returned to school, another one went to school every two days so that he didn’t have to be notified as a dropout, and the other one sometimes returned to school. Finally, the researcher gave some suggestions to teachers, dropouts’ parents and future studies.
Appears in Collections:	[Graduate Institute of Education] Dissertations and Theses

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