雙軌考試制度下馬來西亞獨立中學學生學習文化

Abstract

馬來西亞獨立中學為了提供學生們未來出路的保障，以及因應全球化造就的社會需求，因此實施了雙軌考試制度。也就是說，獨立中學的學生在實施的雙軌制度下，學生除了必須經過馬來西亞政府考試，馬來西亞教育文憑（SPM）之外，還必須參與以華語為媒介語的統一考試（UEC）。本文之所以想深入探究獨立中學的學生學習文化，主要是因為獨立中學的學生在校內必須同時面對董總與馬來西亞政府的這兩種不同的考試制度之外，其主要面對的困難點不僅僅是在於考試媒介語不相同之外，而是在於獨立中學的主要校內課程內容編排與馬來西亞國民型中學的校內課程完全不相同，導致學生需要在課堂之外的時間進行學習。然而，學生在面對兩種考試的時候，秉持著不一樣的觀點進而去學習，逐漸塑造了屬於他們的學習文化。因此，本研究的目的有二：（一）了解學生如何詮釋SPM和UEC考試、（二）探究獨立中學學生面對此雙軌考試制度的學習情況與觀點之下而形成的學習文化。本研究主要利用訪談的方式進行，其研究結果結果發現：（一）學生在家人、同儕與老師互動過程中懵懵懂懂地瞭解SPM與UEC的考試、（二）學生面對SPM發展出以「留在馬來西亞工作、升學」為核心的學習文化、（三）、學生面對UEC發展出以「出國留學」為核心的學習文化。

The Malaysia Chinese Independent High Schools have implemented a double-track of examination system in order to provide students with a secure future and to meet the needs of a globalized society. In other words, under the dual system, students in Chinese Independent High Schools must pass the Malaysia government examinations, namely the SPM, and the Unified Examination for Chinese Independent High Schools (UEC).The main reason for this paper to explore the learning culture of students in Chinese Independent High Schools is that, in addition to the fact that ChineseIndependent High School students have to face the two different examination systems and the Malaysia government at the same time, the main difficulty they face is not only that the examination medium is different, but also that the main internal curriculum of Chinese Independent High Schools is completely different from the internal curriculum of Malaysian national secondary schools. As a result, students need to find another time study about it. However, the students' different perspectives on the two examinations have gradually shaped their learning culture. Therefore, the purpose of this study is twofold: (1) to understand how students interpret the SPM and UEC examinations, and (2) to investigate the learning culture of Chinese Independent High School students in the context of their learning and perspectives on the double-track of examination system. The findings of this study, which was conducted through interviews, revealed that (a) students were unaware of the SPM and UEC examinations during their interactions with family members, peers, and teachers; (b) students developed a learning culture centered on"staying in Malaysia for work and further education" for the SPM; and (c) students developed a learning culture centered on "going abroad for study" for the UEC.