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題 名 | 國小低學業成就生的學校經驗之意義形成=A Study on the Meaning Formation of School Experience for Low-Achievers in the Elementary School |
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作 者 | 陳國泰; | 書刊名 | 國民教育研究 |
卷 期 | 1 1997.03[民86.03] |
頁 次 | 頁1-36 |
分類號 | 523.37 |
關鍵詞 | 國小; 低學業成就生; 學校; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究首先蒐集和分析國小低學業成就生在其求學的過程中所具有的各種經驗, 其次探討這些經驗對他們而言具有何種意義,並探討形成這種意義的過程。具體言之,本研 究的主要的研究目的如下: 一、瞭解低學業成就學生對目前就讀的學校、班級中的人、事、物等,有何較深刻的經驗, 及對其之觀感。 二、探討低學業成就生形成上述觀感的原因及過程。 三、探討上述的學校生活經驗對低學業成就生而言具有何種意義,以及這種意義形成後,又 會對他們的學校日常生活造成什麼影響。 為了深層理解低學業成就生的內心感受,研究者採質化研究取向中的個案研究法來對他們的 學校經驗作深入的探討,並加以詮釋分析。在研究的技術層面上,最常用到的是觀察、錄像 分析、敘說、語句完成測驗、文件分析等。 研究者從自己任教的班級(屏東縣某國民小學六年丙班)中,選取六位(三位男生、三位女 生)國小三年級到國小六年級上學期止,在智育平均皆未超過八十分學生作為研究個案。本 研究中所需的各種資料,從民國八十三年三月起陸續蒐集,前後時間約一年。 在蒐集個案認為重要的學校經驗後,研究者對這些學校經驗加以綜合分析和歸納,而得到個 案的學校經驗之意義形成。接著再以「課業經驗」、「同儕關係」、「師生關係」,以及與 學校經驗會產生關聯的「家庭因素」等四方面,去進一步探討個案的內在世界之建構。研究 者進一步以深層的理解,對個案的上述內在世界建構作詮釋分析,更感受到這是他們對某些 心理需求的反應:(一)追求成功的需求;(二)歸屬感的需求(三)自尊的需求;(四) 渴望被瞭解的需求;(五)渴望被「關懷與鼓勵」的需求。最後,研究者歸結低學業成就生 的這些需求後更發現到:其實,這些需求可能就是他們--正如和其他高成就生一樣的,對 於「快快樂樂地學習」的最深切期盼。 |
英文摘要 | The aims of this study were to find out what school experiences the low-achievers have, and to explore the meanings they constructed form those experiences. Furthermore, the study also intended to investigate how the meanings they constructed influenced their behaviors in the school. The subjects of the study were six 6th-graders in the researcher's own class. They all were low-achievers, since their average grades had never passed 80 from 1st-to 6th-grade. The study started in March 1994, ended in May 1995. It took more than one year to complete the study. In order to understand better the private worlds and inner feelings of the subjects, the researcher decided to use the case study method in this research. Primarily he used observation and interview techniques to collect data, and used phenomenological/hermenutic method to interpret the meanings that the subjects held. The researcher collected the past and present school experiences that each case considered the most important. He then wrote up six case reports to describe the processes and influnces of the meaning-formation of each subject about those experiences. Thirdly, he analyzed the meaning-formation of each case and synthesized his findings from four perspectives: a) academic experiences; b) peer relations; c) teacher/student relations; and d) family factor. The reconstructions of these findings represented the inner worlds of the six low-achievers. After further exploration on the inner worlds mentioned above, the researcher found that the cases shared five psychological needs: a) need of achievement; b) need of love and belongingness; c) need of esteem; d) need to be understood; and e) need to be cared and encouraged. The researcher felt that these needs could be subsumed into the need to learn happily in the school. After all, it is the need of all students, whethere they are high- or low-achievers. |
本系統中英文摘要資訊取自各篇刊載內容。