技術型高中學生抗拒研究－以汽車科為例

Abstract

本研究旨在探討技術型高中學生的壓迫來源、抗拒行動與抗拒的後果，由學生本位的觀點作為研究出發點，透過質性研究的觀察與訪談作為資料的收集方式，藉此描述技術型高中學生根據「教師」、「內容」與「結構」因素所發展出的微觀抗拒理念與行動，以及歸納出教學現場的壓迫來源；最終，研究依據學生的「預設立場」，瞭解「車間文化」與「升學主義」係如何造成我國技術型高中學生的抗拒結果影響，亦即學生如何看待「工作」與「文憑」的差異才是影響抗拒結果的主因；是以，根據上述的研究結果，本次研究結論認為教師專業能力不足、課程與教學設計不當，以及過早分流與結構限制是造成教學現場壓迫的主因；此外，技術型高中學生的抗拒也會依據情境與需求轉變而呈現多元樣貌；最後，學生若是預設自己不能畢業的立場，將導致退縮型抗拒成為翻轉困境的阻礙；然而，若能預設自己可以畢業的立場，則能讓蟄伏型抗拒成為面對壓迫時的支持信念。

The purpose of this study was to explore the sources of oppression, resistance and the consequences of resistance among vocational high school students. The research used the student-oriented point of view as the starting point, through the observation and interview of qualitative research as a way to collect information, in order to describe the micro-resistance concepts and actions developed by vocational high school students according to the factors of"teacher", "content" and "structure", and summarize the sources of oppression in the teaching scene. At last, based on the students' "preconditions", the study understood how the "shop floor culture" and "exam-oriented" affect the resistance results of vocational high school students in Taiwan. It showed how students perceive the difference between "work" and "diploma" was the main reason. According to the above research results, the conclusion of this study is that the lack of professional ability of teachers, improper curriculum and teaching design, and premature diversion and structural limitations are the main causes of oppression in the teaching scene. Moreover, the resistance of vocational high school students will also take on a variety of appearances depending on the situation and changes in needs. Finally, if students assume a position that they cannot graduate, it will cause withdrawing resistance to become an obstacle to flipping dilemmas. However, if students can assume the position that they can graduate, it will make dormant resistance a supportive belief to face of oppression.