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An Empirical Research on Community Approach Programs for Overcoming Bully and School Non-Attendance

克服欺凌和旷课的社区方案的实证研究

基本信息

批准号：
12610265
负责人：
WATANABE Michiru
金额：
$ 1.09万
依托单位：
Hyogo University of Teacher Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2000
资助国家：
日本
起止时间：
2000 至 2001
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12610265/
关键词：
bully school non-attendance community approach communicatiion cooperativeg system closeness of school 他者性

项目摘要

Some community approaches are sufficient in overcoming bully and school non attendance in following points.Educational practices based on the community approach are classified into two models. One is the deschooling model in which communities play the active and central role in educating children in place for schools. The other is the model in which schools challenge to be regenerated with the support of the community they belong to. The latter should be important in the concern of emphasizing schooling, and we can find there are two kinds of function in it. The first is the function of destroying closeness of Lschools by people of the community as "others." The second is the function of complementing a deficiency of school staff in informing knowledge and experience to children, or governing schools. Advantaging these perspectives, it is more important to regard a school as a community. In this perspective it is possible to improve a school as a community by community approaches, to promote prevention of children' s problematic behavior by treating their problems as collective normative atmosphere. This perspective has also the possibility of creating a new relationship as " different communities" between schools and communities.It is confirmed that following educational practices based on the community approach is effective in some points. A cooperative system of student counseling and guidance, which consists of a school group (class teachers, other teachers concerned with student counseling and guidance, nurse teachers), a professional group (school counselors, teachers of higher education), and a parents group , is useful for solving problems of junior high school students who have a tendency of school non-attendance. In addition, to have several times of meeting of school staff and parents for school non-attendance is effective for developing mutual understand of both their way of early coping with problems.

一些社区方法在以下几点上足以克服欺负和逃学。基于社区方法的教育实践分为两种模式。一种是非学校教育模式，在这种模式下，社区在就地教育儿童方面发挥积极和核心作用。另一种模式是学校在所属社区的支持下挑战重生。后者在强调学校教育的关怀中应该是重要的，它有两种功能：一是社区中的人作为“他者”破坏学校的封闭性;“第二是补充学校工作人员在向儿童传授知识和经验或管理学校方面的不足。除了这些观点，更重要的是把学校看作一个社区。从这个角度来看，可以通过社区方法来改善学校作为一个社区，通过将儿童的问题视为集体规范气氛来促进预防儿童的问题行为。这一观点也有可能在学校和社区之间建立一种“不同社区”的新关系，证实了遵循基于社区方法的教育实践在某些方面是有效的。由学校团体（班主任、其他辅导教师、护理教师）、专业团体（学校辅导员、高校教师）和家长团体组成的学生辅导合作体系，对于解决有缺课倾向的初中生问题是有益的。此外，学校教职员与家长就缺课问题举行多次会议，亦有助双方互相了解，及早处理问题。