芬蘭「不讓一人落後」理念之實施－以嘉義市國小二年級教學為例

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Title:	芬蘭「不讓一人落後」理念之實施－以嘉義市國小二年級教學為例
Other Titles:	The Implementation of Finnish Educational Idea “Left No-One Behind”-- A Case of the Second Grade Teaching of Chiayi City Elementary School
Authors:	趙曉雲 Chao, Hsiao-Yun
Contributors:	應用社會學系教育社會學碩士班鄒川雄 Chuan-Hsiung Tsou
Keywords:	補救教學;不讓一人落後;教學策略 teaching strategy;remedial teaching;left no-one behind
Date:	2014
Issue Date:	2014-11-24 16:32:44 (UTC+8)
Abstract:	本研究旨在探討芬蘭「不讓一人落後」的教育理念、比較其與台灣教育的異同，並將其相關的教學策略在台灣的教室中實施，看看其成效如何，並以「結構與行動理論」及「系統與生活世界」二個理論觀點來說明在教學過程中，教學者所遇到的困境與問題。　　本研究採取文獻分析法與行動研究法，前者主要針對芬蘭與台灣的教育文獻，在了解芬蘭「不讓一人落後」的教學策略後，研究者以行動研究將之實施在自己的擔任級任老師的國小二年級課堂，並以其中「學業成就」、「學習態度」、「生活常規」較為落後的八位小朋友為研究對象，另外，也訪談了三位國小老師對本研究所採教學策略的看法。　　通過上述的研究方法，本研究獲致以下結論：　　一、芬蘭與台灣教育內涵比較：從結構的層次來看，芬蘭教育核心理念在於「不讓一人落後」；台灣則是資優教育，強調競爭，著重分數、排名。在芬蘭，學校行政是在協助老師的教學工作；在台灣，學校行政基本上是處在指導老師的地位。從行動者層次來看，芬蘭老師自主性高，專注於教學工作，學校的行政工作都是與教學有關的；相對而言，台灣的老師自主性較不高，受到學校行政的影響很大，行政工作雜務繁多，影響教學工作。從教學層面來看，芬蘭沒有統一月考，課程、教學可在綱要之下，視實際需要彈性調整，上課時間也較具彈性，相對而言，台灣因為有統一月考，因此，課程、進度必須一致，教學較無法彈性安排。　　二、芬蘭教學策略的實施成效：對這些學習較為落後的學生而言，有的教學策略有效，有的效果有限，不過，即使有效的教學策略，常常因為學校有統一的課程、統一的月考，讓老師們要趕課，也無法真正作到適性教學，再加上老師的工作繁雜，很多教學策略只能點到為止，因此成效有限。　　省思：台灣不論從文化因素（重視資優教育而非不讓一人落後、監控而非信任、學習重在目標而非過程）還是教學現場因素（時間較沒有彈性、統一的課程與統一月考、課堂雜務太多）都被結構限制了實施成效。不過，教師作為一個行動者，仍可透過受訓、進修、讀書，甚至是教學過程中的自省、自覺，進而產生「理念」的改變，並在其能力所及的範圍內影響結構。　　This study aims to discuss the Finnish "left no-one behind" philosophy of education, compares their differences with Taiwan Education, and implements the Finnish relevant teaching strategies in the classroom in Taiwan in order to see how their effectiveness in the implementation process and illustrates the difficulties and problems encountered by the instructor in the teaching process from the "Structure and Action theory" and "system and lifeworld" two theoretical perspectives.　　This study adopts literature analysis and action research, the former mainly for educational literature of Finland and Taiwan. As a teacher and researcher, after understanding Finnish teaching strategies, I implemented it in my second grade classroom. I purposive sample in 3 criteria --"academic achievement", "learning attitude", "daily routine" to choose 8 lag students as subjects and in addition, also interviewed three elementary teachers’ opinions about the teaching strategies adopted in this study.　　Through the above methods, the conclusions of this study were as follows:　　First, the comparison between Finland and Taiwan Education: from the view of structure, the core concept of Finnish education is "left no-one behind" Taiwan is the gifted education, emphasizing on competition, focusing on score, ranking. In Taiwan, the school administration is basically in the instructor's position; Finland, the school administration is to assist teachers in teaching work. From the point of view of actors, Finland teacher have very high teaching autonomy. Their administrative work is must related to teaching, so they can focus on teaching. Comparatively speaking Taiwan teacher's autonomy is relatively low, greatly affected by the school administration. And they have many administrative works nothing to do with teaching. From the teaching perspective, because there is no uniform midterm exam, curriculum, teaching and is flexibility to adjust to student’s need in Finland. Relatively speaking, there is a unified monthly exam in Taiwan, therefore, curriculum, teaching schedule must be consistent.　　Second, The effectiveness of teaching strategies implemented in Finland: for these students who learn behind, some teaching strategies work, but some does not work. However, the school having a uniform curriculum and uniform monthly exam, teachers have to catch up the teaching schedule to finish the work, so even if some teaching strategies work, teachers have no enough time to teach according to student’s need. And Taiwan teacher’s work contains many things other than teaching, so they are too busy to ignore teaching. 　　Reflections: whether from cultural factors (emphasis in gifted education rather than left no-one behind, monitoring rather than trust, learning objectives rather than focusing on the process) or teaching site factors (uniform curriculum and uniform midterm exam, many classroom chores) the effectiveness of the implementation of the teaching strategies are limited by structure in Taiwan. However, as an actor, through training, education, reading or the self-reflection and conscious in the process of teaching, the teacher still can change their mind and affect the structure within her sphere of competence.
Appears in Collections:	[Department of Applied Sociology, The M.A. Program of Sociology] Disserations and Theses(M.A. Program in Sociology of Education)

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