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| 題名: | 偏遠地區文化不利因素對國小學實施英語教學之影響－以中部三所學校為例 |
| 其他題名: | The Effects of Unfavorable Cultural Factors in Remote Regions on English Education in Primary Schools-- with Reference to Three Schools in Central Taiwan |
| 作者: | 蘇清泉
Su, Ching-chuan |
| 貢獻者: | 教育社會學研究所
翟本瑞
Ben-ran Jai |
| 關鍵詞: | 英語教學;文化不利;偏遠地區
English education;culturally disadvantaged;remote regions |
| 日期: | 2005 |
| 上傳時間: | 2019-03-20 10:03:10 (UTC+8) |
| 摘要: | 本研究主要目的是從教育社會學的觀點，探討偏遠地區因文化不利背景因素對英語師資、英語教學所造成的影響，並分析文化不利背景因素是透過那些中介變項影響國小英語教學及學習活動。 本研究之具體步驟敘述如下：一、整理國內外與本研究專題相關之文獻。二、進行質性研究之半結構深度訪談（semi-structured in-depth interview）方式，蒐集文本資料，對象是中部山區偏遠地區三所學校。三、根據訪談所得的文本資料內容，以採用Hycner, R. H.(1985)在Human Studies 中提出現象內容分析法的步驟加以分析探討，並進行相關文獻檢視、分析與詮釋，以期更深入呈現事實真象。 本研究的主要發現有：壹、英語師資方面一、偏遠地區英語師資的主要來源是普通班教師而有外文系的學歷背景二、偏遠地區英語師資流動高，再任職英語教學的意願低 三、偏遠地區因交通不便、生活不易的因素，造成師資短缺 四、支援教師模式因交通不便及工作壓力大，大多數教師意願不高五、外籍師資政策因申請條件嚴苛，對於偏遠地區教學幫助不大，大多數學校持負面評價貳、英語教學方面一、因學習資源不足，偏遠地區英語教學，除了上課學習活動外，學校都儘量利用早上時間安排一些簡單的英語學習。二、現行英語教材內容多以說故事、玩遊戲以及唱歌的方式為主，學生在上課時大都以遊戲的心態學習，造成學習效果不佳，及老師教學上的困擾。三、偏遠地區的學童除了上課外，幾乎沒有機會接觸英語學習活動，而現行英語節數每週只有兩節課，對偏遠地區學童英語學習助益不大。 四、因師資短缺，聘請支援教師或代課教師，偏遠地區英語科目排課大多集中在一起，易引起學生厭煩，學習效果不佳。五、偏遠地區英語師資短缺問題使小三、小四向下延伸的補救教學政策無法實施。六、偏遠地區學生程度差異大，呈現雙峰現象，造成教學上的困擾。其主要原因是社經地位較高的家長對子女期望較高，能主動提供英語學習資源給子女，讓子女在英語學習上比低社經背景學童有更高的成就。七、偏遠地區因學童的英語程度不高，英語教學的用語大都以中文為主八、偏遠地區英語學習實施遠距教學可以短期解決師資短缺的困擾，但設備不足，有其實施上的困難。九、偏遠地區小學班級人數少，在英語教學活動上師生互動頻繁，教師較能掌握學生的學習狀況，但大型表演活動則因人數而受限。十、英語教師亟需英語教學研習以解決教材教法上面臨的困難，但教育當局因經費短絀，研習時數太少，無法適時提供教師較多之研習機會。十一、學童在英語學習成效上有明顯的城鄉差距，其產生的主要原因是都市的孩子有較多接觸英語學習的機會，尤其是參加坊間的美語補習。參、影響英語教學的中介因素一、財務資本：偏遠山區家長財務資本比較差，沒有辦法提供孩子較多的英語學習機會。二、人力資本：偏遠山區家長的教育程度不高，在孩子學習英語過程中，無法提供協助。三、社會資本：偏遠地區隔代教養、單親及外籍配偶子女多，家長較不關注於孩子課業，親師互動較少，不利於學童英語學習。四、文化資本：偏遠地區父母工作時間長，能與小孩相處時間少，對小孩的 教育期望也較低，造成英語學習成效低落。五、偏遠地區英語學習環境文化刺激貧乏，學童的英語學習成效較低落。六、偏遠地區學校都克服困難建置雙語環境及學習角落，以營造英語學習環 境。七、偏遠地區英語設備不足，政府相關補助措施不夠落實。 本研究並根據上述結果提出建議，以供教育單位平衡英語教學城鄉差距及未來研究之參考。
The objective for the present study is to understand the influences on English teachers and the quality of the education caused by issues of cultural inferiority in remote regions from an educational social perspective. Furthermore, mediator variables through which the background of the cultural inferiority has an influence on the English education in primary schools were analyzed. The procedures for the present study are described in the following. 1. The collection and the arrangement of associated literatures from both Taiwan and overseas. 2. Semi-structured in-depth interviews, a type of qualitative research, were conducted for collecting textual materials. The targets were three primary schools in remote regions. 3. Through the procedures of content analysis proposed by Hycner, R. H. (1985) in Human Studies, the contents of the textual materials obtained from the interviews were analyzed. Reviews, analyses and interpretations of associated literatures were conducted, in order to portray the truth in more depths. The findings of the present study are:1. In terms of the English teachers1. The sources of English teachers in remote regions are general class teachers who have the academic background of foreign languages. 2. English teachers in remote regions tend to have a frequent moving rate, and they are often less willing to teach English again.3. Since remote regions are often inconvenient in terms of the transportation and the living, there is always a shortage of teachers. 4. Due to the inconvenient transportation and the heavy pressure from the work, the majority of teachers are not keen about the teachers’ support system.5. Due to the strict regulations for the application of foreign teachers, they are not much help to the education in remote regions. Most of the schools have a negative perspective for them. 2. In terms of the English education 1. Due to the lack of resources in remote regions, apart from class times, the schools often schedule some opportunities for learning English in the morning. 2. Most of the contents of English teaching materials are designed to be used as stories, games or songs, and thus the students participate in the class with a playing attitude. This leads to ineffective learning, as well as some difficulties in the teaching for the teachers. 3. Students in remote regions have no contact of English uses apart from in the class; furthermore, there are currently only two hours of English classes per week, thus are not of much help for the English learning. 4. Due to the shortage of teachers, the requirement for supporter teachers or supply teachers is often great. This leads to concentration of English classes in the subject time table, which further elicits frustrations from the students, and thus the low teaching effect. 5. The shortage of teachers in remote regions makes the corrective teaching policy that extends below the fourth and third graders difficult to be put into practice. 6. There is often a great difference in the students’ levels in remote regions, and that the students’ English levels tend to be in two extremes, thus makes the teaching difficult. Its main reason is that the society is had relatively high expectations for children by the parents with higher position, can offer English education resource to children voluntarily , let children have higher achievements by the background pupil than the low society in study in English. 7. Generally speaking, the English level of the students in remote regions is not high, therefore the English classes are often taught in Chinese. 8. Although long-distance teachings bring short-term relieves for the shortage of teachers, the lack of facilities hinders the actual practice of long-distance teachings. 9. There are often a less number of students in a remote region class, and as a consequence, there are more interactions between the students and the teacher, that the teacher would have a better understanding of the students’ needs. Nevertheless, the small student number restricts events of large scaled performances. 10. Although English teachers urgently need trainings of teaching to avoid potential issues brought by the teaching materials, more training sessions and longer training hours could not be held due to the lack of funds. 11. There is a significant difference of English levels between children in the city and children in country sides. The main reason for this is that children in the city have more contacts of English, especially for those who take private English lessons. 3. Mediator variables that influence the English teaching 1. Financial capitals: parents in remote regions have poor financial capitals, and thus are less able to provide more English learning opportunities for the children. 2. Personnel capitals: Parents in remote regions tend to be less educated, thus they are not able to provide help for their children in the English learning. 3. Social capitals: There are more single parent families, families with foreign spouses and children, and families of only grandparents and grandchildren, single parent in remote regions. Those parents tend to be less attentive to their children’s school studies, and there are often less interactions between the parents and the teachers, which disadvantages the children’s learning of English. 4. Cultural capitals: Parents in remote regions tend to work longer hours, spend less time with their children, and have lower academic expectations for their children. All of these lead to poor outcomes for the English learning. 5. The English learning environment in remote regions is lack of cultural stimulation, and thus leads to poor English learning outcomes. 6. Schools in remote regions should overcome difficulties and create a bilingual learning environment, in order to provide the students with a better English learning environment. 7. There is often a deficiency of English teaching materials in remote regions, and the subsidizing policy proposed by the government has not yet been fully practiced. Recommendations are provided by the present study based on the above findings. It is with the hope that the recommendations will serve as references for future studies, as well as for balancing the English learning difference between the cities and countrysides by educational institutions. |
| 顯示於類別: | [應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-教育社會學碩士班
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