HKIER

Abstract

This article briefly reviews school connectedness research in Japan, focusing on the relationship between school bonding based on Hirschi’s (1969) theory and non-attendance or antisocial behavior at school among Japanese students. In addition, the article provides a case example illustrating the homeroom teacher’s role in enhancing children’s connectedness in elementary school. Since a national comprehensive guidance program does not exist in Japan, homeroom teachers are responsible for developing children’s skills, competences, values, and connectedness to school through everyday classroom activities and school events. The case example illustrates how homeroom teachers can enhance school connectedness and how a focus on classroom climate can improve teachers’ abilities to manage their classes effectively. Formal assessment instruments such as the Classroom Climate Inventory can assist teachers in this effort.

Keywords: school connectedness; classroom climate; teacher consultation; school counseling

摘要

本文首先概述日本在學校聯繫感方面的研究，主要探討以Hirschi（1969）理論為基礎的學校連結（school bonding）與日本學生缺課或反社會行為的關係。接着，文章會以一真實案例，闡明班主任在提升小學生學校聯繫感時所擔當的角色。由於日本並無全國的全方位輔導計劃，因此班主任有責任透過日常課堂活動和學校大型活動，以發展兒童各方面的技能和能力，並培養他們正確的價值觀和對學校的聯繫感。案例展示了班主任可以如何提升學校聯繫感，以及如何建立積極課堂氣氛來促進教師管理班級的效能。在這方面，課堂氣氛量表（Classroom Climate Inventory）等正規評估工具能有效幫助教師。

關鍵詞：學校聯繫感；課堂氣氛；教師諮詢；學校輔導