從拒學到自學：一個高中生的另類復學歷程

本研究旨在於探討一個高中生從拒學生轉變為自學生之另類復學歷程，了解在拒學生之生態系統中，影響其自學成功之因素。運用質性研究之敘事分析法進行深入訪談收集資料，經過整理及分析，以生態系統理論詮釋另類復學歷程，獲得以下研究結果。關於高中生在生態系統中的互動內容與影響因素研究結果中發現，各個系統都參與了高中生從拒學轉變為自學的歷程。在微視系統層面，包含了高中生對於自學的重新評價、家人對於自學的認同與支持。中介系統層面，包含家人之間的互動關係以及親師之間的互動關係。外圍系統層面，呈現家長所從事的不同職業形態、家庭社經地位以及心理資本。鉅觀系統層面，則受到華人重視學業成就、實驗教育政策的影響，以及不限宥於精神疾病與特殊生標籤。而在時間層面，則是呈現上述生態系統中不同領域的相互影響與合作，促使高中生得以完成從拒學到自學的另類復學歷程轉變。

關鍵字

拒學；自學；另類復學歷程；生態系統

並列摘要

The aim of this study is to investigate the alternative learning experience of a high school student from school refusal to homeschooling. The purpose of this study is to examine the factors that influence the success of homeschooling. By using the narrative analysis of qualitative research to collect data through in-depth interviews, the data will be organized and analyzed to interpret the alternative learning experience using the ecological system theory. The conclusions are drawn as followings: The results of the content and influence study on high school students' interactions in the ecological system revealed that all systems are involved in the development of high school student from school refusal to enrollment in school. At the microsystem level, it includes high school students' reappraisal of homeschooling and family members' recognition and support of homeschooling. At the mesosystem level, it includes the interaction between family members and teachers. At the exosystem level, there are different occupations that parents are engaged in. Family socioeconomic status and psychological capital of the parents are represented. At the macrosystem level, it is influenced by the Chinese emphasis on academic achievement, experimental education policies, and the absence of labels for mental illness and special needs students. At the chronosystem level, the interaction and cooperation between the above-mentioned different areas of the ecological system enable high school students to complete the transition from school refusal to homeschooling as an alternative course of study.