偏遠地區國小六年級學生文化之研究

Abstract

學生作為學習的主體，理解學生的想法與行為，從學生的觀點出發是重要的。此外，過往偏遠地區學生文化的研究較少，關於學生文化的研究較少從偏遠地區學生的角度進行，加上偏遠地區學校特殊的脈絡性因素所產生屬於偏遠地區的生活情境的研究背景之下，本研究從學生的立場出發，以一所臺灣偏遠地區的國小為研究場域進行研究，進一步探究偏遠地區學生的文化樣貌。研究的目的有三，一是描述偏遠地區國小學生的學生文化取向和內涵，二是呈現偏遠地區的文化情境，三是進行偏遠地區的脈絡分析。本研究透過民族誌的研究方法，以參與觀察、訪談和文件成品來進行資料蒐集，分別從正式學習、校內生活以及網路世界三個部分來呈現偏遠地區學生的生活情形，以及學生在其中所發展找樂子的玩樂文化。就研究結果進一步討論，歸納出以下兩部分的結論。第一部分，偏遠地區國小學生是以玩樂取向的學生文化。呈現在枯燥單調的正式學習中找樂子的學生文化、在備受限制的學校生活中找樂子的學生文化、在不受地域限制的網路世界中找樂子的學生文化。第二部分，呈現偏遠地區國小學生的情境脈絡以及進行脈絡分析。呈現學生在偏遠地區脈絡下不同的玩樂文化，包含娛樂資源貧乏下學校生活成為多元玩樂文化的主要來源，財務資本缺乏下與在地連結的玩樂文化，缺乏家長陪伴下課餘時間與同儕作伴的玩樂文化。The students share their particular concepts, behavior modes, ideas and actions. The concepts they share shape the cultures of the students. The students in remote school have different habit, view, and daily life from the students in the city. In this study, I collected research material from an elementary school in remote area. In order to know how elementary school students in remote area feel, think and act in their school time by observations, interviews, and the analysis of documents. In this respect, objectives of the study as follows: (1) To describe the student culture in remote elementary school. (2) To describe the cultural context of remote area. (3) To explore how social context affects the students in remote elementary school.By ethnography, the findings contribute to more understand about the remote school student. The main findings of this research as below: First, the students in remote school try to do everything for fun during their school time. They learn better when having fun during the lesson. They enjoy to the fullest the joy during break time. Second, the students in remote school have different way to have fun from the students in the city because of lack of entertainment resources, financial capital and parental companionship time.