- 學位論文
國中生「非自然」轉學現象與轉學適應之探究─志願的？被迫的？
Voluntary or Forced?: A Study on "Unnatural" Transferring and School Adjustment of Junior High Transfer Students
摘要
論文名稱：國中生「非自然」轉學現象與轉學適應之探究—志願的？被迫的？ 校(院)所：國立台灣大學 社會工作研究所 研究生姓名：林燕慧 學號：R88325019 指導教授：林萬億博士 中文摘要 本研究以國中生「非自然」轉學現象為焦點。相對於主要肇因於個人或家庭因素的自然轉學事件，此類型轉學事件的原因主要與孩子的在校生活有關。 本研究旨在探討非自然轉學事件的確切原因、轉出入過程及轉學適應，並嘗試找出非自然轉學現象潛在的影響機制。基於以上的研究目的，本研究採用質性研究的方法來進行，共訪談了七位具有非自然轉學經驗的學生，並配對訪談了三位家長、兩位老師及一位社工師等事件相關人。 研究者依據轉學決定過程中「孩子、家人」及「學校」的意願，將非自然轉學事件分為「志願型」、「協商型」、「被迫型」三種類型。分析發現，孩子或家人選擇轉學(志願型)，主要是因為孩子遭遇師生關係與同儕互動上的問題；而學校單方面要求孩子轉學但孩子及家人拒絕的案例(協商型、被迫型)，則主要是因為孩子的行為表現出了問題。值得注意的是，許多「志願型」的轉學事件與學校冷漠或排拒的態度有關，事實上亦具有間接或直接被迫的性質。換句話說，非自然轉學事件中，孩子或家人被迫轉學的案例比表面上所呈現的更多，只有少數屬於真實志願的轉學案例。 問題在於，影響孩子轉學適應最重要的因素是妥善規劃與否。然而，這些具有被迫性質的轉學事件中，學校在轉學安排上所提供的協助微乎其微，除非家人知道如何為孩子做好妥善的規劃，否則孩子轉學後的未來將只能碰運氣。至於「真實志願」的轉學個案，轉學安排上較能得到學校的協助(如轉學諮詢)，且這一類的個案與轉出學校關係良好，轉學後也可能會主動與轉出學校保持聯繫，因此這一類的轉學案例是較令人放心的。 轉入過程中，孩子或家人申請轉學時填具的理由大多是「搬家」或「遷戶口」，但學校生活中的困境其實才是真正的原因。轉入學校對這樣的現象有所了解，因此奇裝異服、三年級才轉學、過往操性紀錄不佳、同學區轉學的轉學生，易於被認為有問題而受到部分教育工作者的刁難或排拒。 分析發現，被迫轉學現象中潛在的影響機制，造成身處其中之教育工作者、孩子及其家人的痛苦與困境，而這些困境其實是可以改變的。如果我們可以改變這樣的影響機制，那麼許多被迫轉學事件或許便不會發生，即使孩子必須轉學也可以得到較好的安排而不會形成問題。 依據研究結果，本研究分別對教育行政機關、學校行政單位及教育工作者提出具體建議以供解決非自然轉學問題之參考。
並列摘要
Abstract This study focuses on “unnatural” transferring of junior high school students. Contrary to natural transfers mainly arising from personal or familial factors, unnatural transfers have a lot to do with the students’ school life. This study is aimed to explore the very reasons for unnatural transfers, the transfer process as well as the transfer students’ adaptation to their new schools. Besides, this study also tries to find out the potential mechanisms causing unnatural transfers. For the purpose of this study, qualitative research was used and seven students, three parents, two teachers, one social worker, who were all related to transferring events, were interviewed. The unnatural transfers are classified into three types—voluntary, bargaining and forced, on the basis of the decision-making process. It’s found that children or their family regard transferring as the solution when children encounter unendurable difficulties in their relationship with the teachers or in their peer interaction. In contrast, educators force children to transfer regardless of their refusal because of children’s deviant behavior. We should pay attention to the fact that many of the children or family who try to solve problems by transferring are directly or indirectly forced by educators to do so. A good transfer plan plays a critical role on fostering children’s adaptation to new schools. However, the children who are directly or indirectly forced to transfer hardly get any help from the school workers about transfer planning. Generally, children’s reported reason for school transfer is residential relocation. But in fact, the problems in their school life are the real reasons. School workers are aware of that. Therefore, those dressing up eccentrically, having negative disciplinary record, transferring from the school in the same community, or transferring at the ninth grade tend to be suspected as trouble makers and be refused or treated in an unfriendly way by some educators when entering into the new school. It’s argued that educators, children and their family all suffer from the potential mechanisms of forced transferring. We have to work on such mechanisms to solve the problems related with forced transfers. According to the results of the research, this study proposes concrete suggestions for the educational administration authorities, school administration authorities, and educators for their reference in solving the unnatural transfer problems.