泰雅族青少年學習式態之質的研究

The qualitative study of Atayal tribe adolescents' learning styles

郭玉婷(Guo Yuh-Ting)

指導教授 ： 譚光鼎

國立臺灣師範大學/教育學院/教育學系/碩士(2000年)

摘要

本研究旨在描述與分析泰雅族青少年理化科與英語科的學習式態，並嘗試探討其與家庭、社區、民族特質等社會文化因素之間的關係。為達到上述研究目的，研究者先從蒐集與閱讀相關文獻著手，以增加自身對於學習式態理論的敏銳度，接著再以參與觀察與深度訪談等質的研究方法，進入研究現場蒐集資料，並以「紮根理論」為依據來歸納與分析資料。根據研究分析與討論結果，本研究得到以下九點結論:
一、具體性的教材常可引起學生的學習動機以及天馬行空式的討論，但無法確定是否可以提升其學習效果。
二、泰雅族青少年由於過去學習抽象內容的經驗不佳、基礎不穩，因此排斥符號性、抽象性的教材。
三、泰雅族青少年偏好以操作的方式來學習，以獲得視、聽、觸、嗅等感官上的刺激，唯學生常因為不瞭解實驗流程，導致實驗進行時吵鬧不休，有時反而因此降低學習動機。
四、我們可以由學生偏好具體、排斥抽象的學習式態當中發現，泰雅族學生傾向以歸納的方式習得知識。
五、無論是泰雅族或是漢族學生，均表現「能力為基」的學習式態，亦即在學生作答或表現之前，會先私下衡量自己的能力，待其確定能夠回答時，才會參與討論。
六、中上學業程度的泰雅族學生，「求取成功」的需求較強，會為了累積「申請入學」的分數而在意考試; 中下程度者，則因為飽受挫折而產生「避免失敗」的消極心態。
七、無論程度好壞與否，大部份的泰雅族青少年都屬於「教師依賴導向」的學習式態。唯老師必須注意到，對於程度較佳的泰雅族學生，只須稍作提示，不必立即給予答案，對於程度較差者，則應多給予幫助和讚美。
八、泰雅族青少年受到傳統文化和民族特性的影響，偏好在「輕鬆、幽默、無競爭、無壓力」的氣氛下學習，並因此提高學習動機。
九、泰雅族青少年因為家庭功能不彰，無法培養良好的學習習慣，因此出現漫不經心、注意力不集中的學習現象。
最後，本研究再根據以上結論，針對教育人員、家長、教育行政機關，以及未來有志從事相關研究者提出建議，以期對於課程、教學與後續研究有所裨益。

關鍵字

泰雅族青少年 ； 學習式態 ； 質的研究

並列摘要

The purpose of this study is to describe and analyse the learning styles of Atayal tribe’s adolescents on the subjects of English and Science, to generalize the similarities in between, as well as to explore the interaction among the factors of family, community, society and culture environment. In order to achieve this aim and to enhance theoretical sensitivity, the researcher firstly gets started on gathering and reading literature. Secondly, by applying participant observation and in-depth interview approach, the researcher enters the study field for gathering the raw data, and then generalizing it based on the analytic technique of “grounded theory”. According to the results of analysis and discussion, the conclusions are presented as follows:
1. Concrete materials are the stimulation of Atayal adolescents’ learning motivation. However, we can’t assure whether those materials will enhance the learning effect or not.
2. Due to the negative experience in learning abstract materials, Atayal adolescents incline to refuse the symbolic and abstract content.
3. Atayal adolescents prefer to acquire knowledge through the process of operation, nevertheless, because of not knowing the experimental procedures, they often disobey the rules in the laboratory and at the end refuse to learn.
4. By the conclusions of Atayal adolescents’ preference of concrete teaching materials and disfavor of abstract ones, we can conclude that they incline to acquire knowledge by inductive approach.
5. Either the Han or the Atayal adolescents show the competence-based learning style, which means before participating in the discussion, all of them will judge their abilities privately.
6. The Atayal students who get higher academic achievement will have stronger intention of pursuing success, on the contrary, the lower ones passively avoid meeting failure.
7. No matter the Atayal students’ academic achievement is on which level, most of them show the “teacher-depended” learning style. Furthermore, teachers should pay attention to give not the answer but a hint to the competent students and to assist to praise the low achievement ones.
8. Influenced by the cultural characteristics, the Atayal adolescents prefer to learn in relaxed, humorous, uncontested and non-pressure atmosphere.
9. Generally, the Atayal families do not function very well, so the adolescents from those families can’t develop good learning habit and have difficulities in concentrating on teachers’ lecture.
Finally, according to the conclusions, we provide some suggestions to educators, parents, educational administration, and researchers who want to undertake relevant studies.

並列關鍵字

Atayal adolescent ； learning style ； qualitative study