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題名 | 識字教育低參與現象的幾種解釋觀點與其意涵=Some Explanations of Illiterates' Nonparticipation and Their Implications for Adult Literacy Programs |
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作者 | 何青蓉; Ho, Ching-jung; |
期刊 | 成人教育學刊 |
出版日期 | 19970900 |
卷期 | 1 1997.09[民86.09] |
頁次 | 頁19-41 |
分類號 | 528.3 |
語文 | chi |
關鍵詞 | 成人識字教育; 成人基本教育; 非參與; 輟學; 參與障礙; 參與阻礙; 學習者特性; 行銷理論; 抗拒理論; 成人教育政策; Adult literacy education; Adult basic education; Nonparticiation; Dropout; Participation barriers; Participation deterrants; Learners' characteristics; Marketing theory; Resistence theory; Adult educational policy; |
中文摘要 | 為瞭解國內成人識字教育為何歷年來輟學率高居不下,並且為何實際參加的人口 與目標人口之間呈現顯著差距的現象及其形成的因素,本文回顧成人識字教育文以中低參與 有關的研究,提出一些分析與解釋的觀點,期有助於未來研究與實務的推展。研究發現不 ( 低 ) 識字者的低參與不僅是個人的現象,更是社會與文化的現象, 可就社會、方案,以及 個人等三個因果相循的環節加以探討。 國內大的社會環境並不利於吸引不 (低 ) 識字者的 參與。現階段辦理識字教育常基於孤立或單一的觀點。成人識字教育的內在價值沒有被不 ( 低 ) 識字者與一般社會大眾所理解,因而社會資源的分配並未照顧到不 (低 ) 識字者。成 教班與國小補校競爭同一群對象; 大部份識字教育方案仍侷限於學校之中實施,受傳統學校 教育的影響甚深,已面臨諸多的問題。識字觀內蘊一種工具性的意識型態,結果合理化主流 社會的邏輯。輟學者所知覺到的識字用途極為有限。參與補校與成教班需付出相當的機會成 本,若識字教育再遇到外來競爭,如生計溫飽的問題時,則更無法與之競爭。最後,為吸引 更多不 (低 ) 識字者的參與, 本研究提出一些我國成人識字教育政策重新調整的方向和策 略,以及待進一步研究的課題。 |
英文摘要 | There are always questions: Why are attrition rates of adult literacy programs so high? Why is the difference of demand population and target population so large? This paper reviews literature on nonparticipation and provides some explanations in order to help future studies and practices in adult literacy education. The conclusion is that nonparticipation is a not only an individual behavior, but also a socio-cultural phenomenon, which can be explained from three cyclic elements: the attitude of society in general, poorly designed programs,and a lack of interest by individuals. The larger society of Taiwan does not help to attract illiterates to participate in literacy programs. Current educational policies are based on an isolated or single viewpoint. For example, it is said that the provision of adult literacy education is a job solely administrated by the Social Educational Department in the Ministry of Education; literacy education is to teach people some simple, basic reading and writing skills which are unrelated to other skills. The merits of adult literacy education are not recognized by illiterates or the public; and accordingly, the resources of the society are not used for illiterates. Two main adult literacy programs, Adult Basic Educational Programs and Supplementary Education for the Stage of Fundamental Schooling, compete for the same population. Most adult literacy programs are offered limitedly in schools; thus, are strongly influenced by traditional school education, and in turn face some problems. The popular concepts of literacy, which represent the logic of the dominant society, imply an instrumental ideology. Dropouts are not cognizant of the usefulness of literacy. Because illiterates already have many survival issues and the cost in perhaps loss of income is high, programs for the illiterates have extremely high drop out rates. Competition from their need to survive, their attitude towards school education, and their responsibilities to their families contribute not only to the high drop out rate, but also to initial nonparticipation in the programs. Finally, this study suggests some directions and strategies for educa- tional policies of adult literacy designed to attract more illiterates to initiallv and continuously participate in programs. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。