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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6844

Title: 全面品質管理策略運用於國民中學班級常規經營的行動研究
Other Titles: An Action Research on Applying the Total Quality Management Strategies in the Class Discipline Management of the Juior High School
Authors: 劉玉英
Contributors: 林素卿 
劉玉英
Keywords: 班級經營;班級常規經營;全面品質管理;班級常規全面品質管理;行動研究
Class Management;Class Discipline Management;Total Quality Management;TQM in Class Discipline;Action Research
Date: 2010
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究之主要目的在探討運用全面品質管理策略於國民中學班級常規經營,提升班級常規表現的歷程,及探究在策略實施過程中所遭遇的問題與因應。本研究採行動研究方式,以台中縣一所國中二年級的班級進行為期一學期的研究。研究採用的資料蒐集方法包括日誌、訪談、問卷與文件分析等。根據研究結果,本研究獲得以下結論:

一、 班級常規經營全品管策略透過訂定班級常規願景、目標與指標,啟發學生班級常規品質意識,能有效提升班級常規表現。
二、 班級常規經營全品管策略經由策略的詳細規畫與運用指導,引導學生班級常規自治管理,能有效提升班級常規表現。
三、 班級常規經營全品管策略強調學生全員參與與互助合作,引導學生班級常規團隊管理,能有效提升班級常規表現。
四、 班級常規經營全品管策略應用各項管理工具與各種教練輔導方式, 協助學生反省與自律,能有效提升班級常規表現。
五、 班級常規經營全品管策略重視努力度檢核及模範分享與表揚,引導學生形成自我檢視與楷模學習,能有效提升班級常規表現。
六、 班級常規經營全品管策略強調品質意識、策略思考、團隊精神、自治自律與楷模學習,在班級中建立一套系統化的常規管理機制,能有效提升班級常規表現。

最後,根據研究結果提出相關的討論與建議,以供導師、學校、教育行政單位及未來研究之參考。
Abstract

The main purpose of this research is to explore how the “Total Qality Management” strategies apply in the class discipline management of the junior high school with the object of enhancing class discipline performance. It also looks into the problems confronted during the conduction and intends to seek the solutions.
The study is conducted based on the action research, lasted for one semester with the experimented students of 2nd graders from a junior high school located in Taichung County. The research method experimented here is Qualitative Research through the ways of study diaries, interview, questionnairies and documentary analysis.
According to the result of this research to make conclusion as following: TQM strategy in class discipline management can enhance class
discipline performance effectively by (1)scheduling class discipline visions, goals, and targets to inspire students’ consciousness of the class discipline quality; (2) strategies planning and instructing in detail to guide students conducting class discipline autonomous management;(3) emphasizing the whole staff participation and cooperation to guide students conducting class discipline team management;(4) using many management tools and coaching methods to help students engage in introspection and autonomy; (5) stressing the diligence inspection and the fine example share-praising to guide students form self-inspection and model-learning; (6) emphasizing the quality consciousness, strategy pondering, team spirit, autonomy and model learning to establish a systematized mechanism of class discipline management.

Also, this research proposes relevant suggestions for class masters, school, educational administrative departments and future researchers.
Appears in Collections:[教育研究所] 博碩士論文

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