國三學生考試經驗之詮釋與反思

A Hermeneutic Phenomenological Inquiry and Reflection on the Experience of Examination for Ninth Graders

許惠茹(Hui-Ju Hsu)

《教育實踐與研究》 22卷2期 (2009/12) Pp. 33-66

https://doi.org/10.6776/JEPR.200912.0033

摘要

考試經驗是所有當過學生的「我們」，共同擁有的回憶，但是少有研究聚焦於探究學生的考試經驗。本研究主要探究國三學生的考試經驗，並運用詮釋現象學為研究方法，試圖對國三學生考試經驗的意義與本質做更完整的詮釋，並將其延伸到對教學的反思。研究目的主要為探究國三學生考試經驗的意義與本質，並反思國三學生考試經驗於教學之意涵。研究發現包括：一、考試如圍城，住著異化的人。二、圍城中充滿情緒的交織與負載。三、數字化約導致慣性的認知與認同。四、考試如同是經濟性商品製造的過程。五、考試壓迫學生主體產生學習抗拒六、考試和作弊為共生的生存策略。文末並根據研究發現提出教學問題作為教師教學實踐的反思。

關鍵字

詮釋現象學 ； 考試經驗 ； 主題分析

並列摘要

Examination taking experience can be regarded as the collective memories for all of us when we were students; however, few researches focused on students' lived experience of examination. The purpose of this study was to seek and understand the examination taking experience of junior high school students. Hermeneutic phenomenology was adopted as the research methodology to discover and interpret the essence and hidden meanings behind the examination taking experiences, and reflect upon teachers' teaching practice. Thematic analysis was used to identify and clarify the themes. Six essential themes were identified as follows: First, examinations encircle students' world where all the people (including students, parents and teachers) are alienated. Second, in such lived world, students suffer strong emotion laden experiences. Third, exams may be experienced as numbers and have a great effect on people's cognition and identification. Fourth, examinations are just like the process of producing economic goods. Fifth, examinations oppress student entities, and as a result, students resist to learn. Sixth, the examination and cheating coexist and become teachers' and students' survival tactics. Finally, a pedagogical discussion aims to remind educators about the need to reflect on their examination practices.

並列關鍵字

hermeneutic phenomenology ； examination experience ； thematic analysis

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