台灣偏鄉夢想教育模式之建立：「夢想教室課後多元方案」之實踐與反思

Developing a Model of Dream Education in Rural Taiwan: Implementation and Reflection of ＂Mutiple Dream-Classroom After-School Programs＂

曾幼涵(Yu-Han Tseng) ； 簡俊凱(Jyun-Kai Jian) ； 周才忠(Tsai-Chung Chou)

《慈濟大學教育研究學刊》 16期 (2020/08) Pp. 43-72

https://doi.org/10.6754/TCUJ.202008_(16).0002

摘要

本研究採行動研究之方法，以台灣公益聯盟在數所偏鄉小學實施「夢想教室課後多元方案」的經驗為主體，並參酌國外相關理論與實務經驗之文獻回顧，試圖勾勒出台灣未來逐步發展偏鄉夢想教育的可行方向，冀望能有效解決國內目前偏鄉教育所面臨的諸多困境。「夢想教室課後多元方案」參考歐美行之有年的「社會情緒學習方案」，並配合九所合作之偏鄉／部落小學的特色，發展出以「非認知」與「認知」雙軸能力為核心的課後方案，從2018年實施，迄今已近兩年。根據這兩年的實踐經驗、初步資料分析、及與相關文獻之對話，本研究提出以下的結論及建議：（1）在正規課程之外，提供偏鄉孩子們更多有利孵化素養的多元學習機會；（2）「非認知能力」可增強「認知能力」，且兩者相互影響；（3）偏鄉教育改變的新動力，來自校內師長的覺醒及外部資源的協作，「由下而上」賦權作法才能竟全功；（4）須排除孩童本身發展成熟的影響，才能歸因於方案實施的成效。

關鍵字

偏鄉教育 ； 夢想教室 ； 課後方案 ； 非認知能力 ； 社會情緒學習

並列摘要

By using the method of action research and model analysis from the Taiwan Public Welfare League, the number of dream classroom courses in rural and tribal schools, offered in after-school programs, was nine in 2018~2019. The purposes of this paper are to explore implementation and reflection of developing a dream education program in Taiwan. The conclusions and suggestions are as follows: (1)When students join after-school programs, they become more adept at applying literacy in all their learning;(2)Non-cognitive skills (e.g., attitude, aspiration, self-efficacy, self-esteem etc.)reinforce cognitive skills, and they are also interdependent;(3)The new impetus of changing rural education, comes from collaboration between school teachers and external resources;(4)Excluding the impact of children's development and maturity will only be attributed to effectiveness in implementing this program.

並列關鍵字

rural education ； dream classroom ； after-school programs ； non-cognitive skills ； social-emotional learning