從課業難度、學習狀態、成績壓力與教師態度檢視國中學生社會再製現象之研究

Abstract

本研究從學生課業學習的角度來檢視社會再製的中介因素，一併檢親國中生的學習現況。研究對象為臺北市北區市立國中學生，進行相關及卡方考驗。研究發現國中生感受到課業壓力比例仍高，主要來自競事排名。年級越高覺得課業越難，然而家長期待卻遞減。整體而言，國中生沒有良好學習習慣。社經地位背景與課業學習表現相關依然存在，商社經地位學生覺得課業難度較低，有較佳的學習習慣，能解決課業問題，但必須在成績競事中生存，是參與學校課業排名遊戲規則者:低社經地位學生則置身在學校課業排名遊戲規則之外。年級越高越會有老師只管主課，不注意學生感受及反應的意見，但園中教師對學生教學態度並未因社經地位而有差異，甚至，家長教育程度越低，學生越能感受到教師的鼓勵。

This research investigates social reproduction from junior high school students' learning perspective and also explores the condition of students' learning.The research subjects are municipal junior high school students from northern district in Taipei. Research methods are correlation and X2 . The research found that most proportion of students feels pressure from achievement competence. The higher the grade is, the harder the curriculum they feel and the less they feel the expectation from their parents. Students, as a whole, don't have well studying habit. The relationship of SES with academic leaning performance still exists.Students with higher SES aware curriculum easier, have better reading habit, possess ways of problem solution, but have to compete the achievement withothers. They join the game of achievement competition in school. Students with lower SES stay out of the game. As the grade higher, they feel that teacher leave behind them during teaching. Teachers' teaching attitude don't make different between various SES, teachers even encourage more to students with lower SES.