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題名 | 兩個異文化個案之研究:關於學校教育與學習環境=A Case Study of Two Diverse Cultures: The Environment of Education and Learning |
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作者 | 周玉秀; | 書刊名 | 國立臺北教育大學學報. 教育類 |
卷期 | 19:1 民95.03 |
頁次 | 頁1-38 |
分類號 | 520.91 |
關鍵詞 | 主題晤談; 異文化教學環境; 學校文化差異; School culture diversity; Teaching environment; Topics interview; |
語文 | 中文(Chinese) |
中文摘要 | 本論文以主題晤談及書信文件分析兩位十一歲華人學童,如何在中西異文化中長成其自我發展、學習生活及休閒教育觀之內涵。 兩位個案在德國基礎學校同窗一年級後,一位回台灣生活,一位留在德國,目前皆為中學生。 浸濡在歐洲文化中的學童,以尊敬、肅然起敬來感受他五、六年級的學校生活,在台灣學校成長的孩子,則以好玩一詞帶過他在校園上課的日子。面對不理想的英文學科成績,台灣的這個孩子憤怒地歸咎於沒有上補習班,學習異文化的孩子則反省自己沒有適時改變學習方法,以致於來不及熟諳拉丁文的學習材料。被詢及只考七八十分的數學課堂測驗時,台灣的小孩認為臨時考試不要緊,在德國唸書的華人子弟要求自己天天準備好,以適應老師任何時間的抽測。決定校內課外活動時,在德國異文化中成長的孩子意識到課業學習的壓力,分別選擇可以在日常生活中調劑與享受的爵士舞、西洋棋和資訊、合唱為社團,在台灣的孩子,以興趣和培養專長為原則,參加了天文、數學、羽球和音樂欣賞等課外分組。 兩位案主外顯的學習歷程與生活情境起伏儘管具普遍性,其所敘述之認知處理卻受到文化中校內、外的教育與教學環境左右而互見深淺。本論文提供了解異文化教育與教學環境特徵之內涵知識,有助推動教育發展,進而規劃教學環境。 |
英文摘要 | This study, adopting the “theme interview” and “written documents”, analyzes the inner views of self-development, learning attitude, and leisure life of two 11-year-old Chinese children grown in eastern and western culture environment separately. Both kids studied at the same elementary school for the first grade in Germany; later, one returned to Taiwan, and the other remained studying in Germany. Both are students of 7th grade now. The student immersed in European culture shows greatly respectful and solemn to his 5th & 6th grade school life, whereas the child grew in Taiwan educational environment simply expresses by the word "fun" to his school life. When facing lower grades in English subject, the kid in Taiwan fiercely blames on not studying at a cram school; on the other hand, the kid in Germany self-examines that he could not adjust his learning methods in time and could not take time to master the Latin class contents. When being asked about the marks of 70-80 points on mathematics test, the kid in Taiwan seems not to be serious; the kid in Germany, on the other hand, strictly makes himself become ready in order to take tests at any time. When making choices on the extra-curriculum activities, the kid in Germany subtly senses the learning pressure from school work, and chooses the activities that he can learn and enjoy his daily life, such as Jazz dance, chess, computer and chorus; the kid in Taiwan, however, chooses activities based on the principles of relaxing and interesting, such as astrology, badminton, and music appreciation. Although the outward circumstances of learning process and daily life seem the same for both kids, the described cognitive process is influenced by the school inter and outer environments, such as subject contents, social ecology, and peer groups, and the differences can be viewed. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。