學習低成就國中生之學校時間觀

Abstract

學習低成就學生經常是在國中校園較少被關注的對象，然而他們的聲音最能讓我們看見教育系統的不足與侷限；在學校既定的時間表下，他們的行動雖被限制仍保有一定程度的自主性，可使用特定的策略跨越時間的界限，並會對學校時間發展出自己的觀點並為有意義的行動。本研究之目的為透過符號互動論的視角，以學生主位取向的方式，關注學習低成就國中生對學校時間的想法，及對學校時間的運用策略，並探討此時間觀的社會文化脈絡及其意義。根據研究目的，本研究選定大臺北地區一所國中的一個七年級班級為研究場域，資料蒐集的時間為七年級下學期至八年級上學期，以參與觀察及訪談探究學習低成就國中生的學校時間觀。經過資料整理與分析，本研究結論如下：一、學習低成就國中生對學校時間的意義是以學習為中心，並以「上課／非上課」、「自主性高／自主性低」二向度為分類；二、學習低成就國中生會有選擇性的認真上課並運用學校時間寫作業，此時間運用策略並非「重學習」；三、學習低成就國中生的學校時間運用策略並非完全「重玩樂」，而「打發時間」為運用策略的重要目的；四、學習低成就國中生學校時間觀的形塑以對自我的定義為核心；五、學習低成就國中生學校時間觀的形塑需有各層面相輔相成，而學校制度和人際互動有重要影響；六、學習低成就國中生的學校時間觀和其學習成就為循環生成，升學主義下的時間取向引導其想法與行動。

Students with low learning achievement are often the ones who receive less attention in junior high school. However, their voice may shed light on the possible improvement of our current education system. They still employ their autonomy despite being constrained by the fixed and monotonous timetables. They use specific strategies to cross the fixed school time frame and develop their own perspectives viewing the existent school time design, in order to create meaningful actions. From the perspective of symbolic interactionism theory and an emic approach of students, the study is aimed at examining the ideas of school time of junior high school students with low learning achievement, and their strategies to utilize school time; moreover, it highlights the social-cultural context and students’ time perspective.In this study, a seventh-grade class of a junior high school in the Taipei metropolitan area was selected as the research field. The data collection time was from the second semester of seventh grade to the first semester of eighth grade. Interview and participant observation were used to explore the student’s perspective. Based on the collected data and the data analysis, there are some findings. First, the meaning of school time for junior high school students with low learning achievement center around learning, categorized into dimensions of “class time/non-class time” and “high autonomy/low autonomy”. Second, they selectively concentrate in class and do their homework in school time, indicating the school time use strategy that is not solely focused on learning. Third, the school time use strategy for them is not solely about “having fun”, and “passing time” is an important purpose. Fourth, their self-concept is the fundamental factor to shape their time perspective. Fifth, their time perspective shaping requires complementary aspects, with significant influence from school systems and interpersonal interactions. Sixth, the school time perspective of them and their academic performance are mutually reinforcing, and time orientations influenced by diplomaism guide their ideas and actions.