摘要

本研究目的在探討學生不同的學習態度表現與課室特性（如教師教導方式，權力運用，課室氣氛，課室及學校物質環境質素）的關係。結果顯示，有效能課室在課室的物理環境、同學交誼、教師支持、教室秩序、規則明確性、任務取向、學習投入、及教學創新等項目上都較有顯著正面的表現，而其中班主任較為關心學生，所使用的多為專家權及參照權，學生除在自我觀、對同學、對學校、對老師、對學習的態度指標上均是正面外，其退學意固亦是相對的低。班主任的領導方式不同，課室特性及效能也相應有別，相對於「低倡導低關係」的領導方式，「高倡導高關係」的班主任較傾向使用專家權及參照權而少使用強制權，在多個課室氣氛指標上有正面的表現，而其所帶領的學生在對同學、對學校、對老師、及對學習等態度上有較佳表現，而退學意圖則較低。本研究為問卷調查，參加學校為同區同辦學團體背景12所小學，58班小六學生（為主），共1,842人。

Abstract

This paper addresses a range of methodological and ethical issues involved in researching children's understanding of controversial issues. It argues that there is less need to demonstrate children's awareness of such issues than to identify what Damon (1997) refers to as their "central organising principles." To help realise this aim it is suggested that more care be taken over the design of experimental tasks so as to ensure that children are able to respond to them more meaningfully and honestly. It is further suggested that when researchers in this area make use of the clinical interview, they heed Piaget's observations about the need to distinguish different types of response.

The second half of the paper focuses on the ethical dimensions of exploring children's grasp of controversial issues. Particular attention is given to the unnecessary infliction of pain and unwitting reinforcement of stereotypes.