跟著家庭作業去旅行:階級、時間資源與教育機會均等的分析

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2014

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家庭作業是臺灣中、小學校教育中極為常見的教學活動,但多數的家庭作業 研究僅止於現況調查,鮮少關注教師、家長與學生對於家庭作業的觀念與作法。 本研究以一個國小四年級班級的教師、學生及家長作為研究對象,自2010 年6 月至2011 年6 月進行觀察、訪談及文件蒐集。分析研究資料後,有以下發現。 首先,教師指派家庭作業的依據主要是自身的教育經驗與個人考量,而非教學理 論。其次,當教師、學生與家長考量家庭作業時,「時間」是一個重要的因素。 一方面教師與家長希望爭取學生的課後時間,以落實自己對學生的教育安排。另 一方面,學生則使用策略來要回自己的時間。第三,中上階級家長認為家庭作業 是一種「需要但不是很重要」的課後學習活動,他們會額外替子女安排學習課程。 相反地,勞動階級家長在子女完成家庭作業後,就不再安排學習活動。在學生進 行家庭作業與家長提供協助或指導的過程中,存有階級的差異。不同階級的學生 和家長在時間資源運用上有相異的觀念與作法。中上階級家長能夠提供各種輔助 資源,協助子女從家庭作業過程中獲益;勞動階級家長能提供的輔助資源有限, 而順其自然的態度影響子女的獲益。根據本研究所得的資料,該班級的家庭作業 實施現況存有教育機會不均等的現象。
The purpose of this study was to investigate the implementation of homework and analyze perspectives of the teacher, students, and parents about homework in a 4th grade class at an elementary school in Taiwan. This study accomplished these goals through the use of qualitative research methods, including participant observations, semi-structured interviews, and document analysis. Based on the collected data and the data analysis,there are some findings. First of all, rather than on the theories of teaching, this teacher assigns homework based on her educational experience and personal considerations. Secondly, time is an important factor when the teacher, students and parents think about homework. On one hand, the teacher and parents want to get the after-school time of the students to achieve their own educational arrangements for kids. On the other hand, the students use strategies to get their time back. Thirdly, the parents of middle/upper class think homework as a “needed but not important” part of learning activities after school, and they arrange other curriculum for their children. On the contrary, the parents of working-class don’t arrange other learning activities when their children finish the homework. On the basis of the findings listed above,there are unequal educational opportunities in the implementation of homework in this class.

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家庭作業, 回家功課, 時間, 時間資源, 家長參與, 課後學習, homework, homework, time, time resource, parent involvement, after-school learning

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