美語補習班學生文化之探究

Abstract

從過去到現在，隨著教育改革的推動，學生與家長對於學校所學習的知識是否足以應付課業上的競爭，不僅持相當懷疑的態度，同時與顯現出對升學的焦慮。然而，儘管補習班已經成為影響學生生活的重要因素，但是通常補習這件事往往被視為理所當然，或僅是學生日常生活中的例行公事，較少受到詳細的檢視，特別是身處其中的學生是如何度過漫長的補習生活，他們本身是如何看待學習這件事情，以及師生與同儕之間的互動關係。因此，若是要深入瞭解補習班學生的學習狀況，必須要同時考量日積月累的人際互動關係，特別是在補習過程中，學生同儕之間所共有的學習文化，以及背後所牽涉到的社會文化脈絡。 本研究希冀以補習班學生為對象，瞭解他們在補習班過程中對於學習這件事情的看法與行動，觀察並聆聽他們是如何面對及看待補習班的生活，進而瞭解學生與教師及同儕之間的互動關係，最終是如何形塑補習班的學生文化。本研究選取北區某間美語補習班作為研究現場，以六至八年級學生為研究對象，採取長期觀察、深度訪談與文件分析等質性研究方式，研究時程為期近兩年左右。透過教室現場觀察以及學生的深度訪談，而後進行資料分析，歸納出以下結論： 一、學生參與補習主要基於提升能力和強化競爭。 二、學生團體的分類形塑身分認同與學習表現。 三、學生文化可視為是一種潛在課程，賦予學習的自主性。 四、美語補習反映全球社會的高度競爭與文化霸權。In Taiwan, cram schools have always been popular and significant for students of all ages, especially when the pressure of credential and academic achievement has great impact on student adaptation in school. The purpose of this study was to explore the student cultures of cram school and focus on their school adaptation. The participants of this study were students from different junior high schools but all studied in the same class of a cram school in northern Taiwan. This study applied participant observations and interviews to collect the data. The major findings for this research are as follows: (1) The main purposes of students participating cram schools were to enhance their capability in English and to strengthen their competitiveness; (2) The classifications of the student group shape in students' identification and learning performance; (3) Student cultures can be known as hidden curriculums where students show their autonomy in learning; (4) English learning in cram schools reflected highly competitiveness and cultural hegemony of the global community.