外籍配偶在國民中學附設補習學校 之學習研究

The Research on Learning of Foreign Spouses in Junior High Supplementary School

李幸育(Hsin-yu Lee)

指導教授 ： 陳毓璟

國立中正大學/教育學院/成人及繼續教育學系/碩士(2015年)

摘要

本研究旨在探討新北市國中補校外籍配偶的學習現況及其學習困境，並探討國中補校外籍配偶的學習因應策略，最後根據研究結果提出具體建議，以作為國中補校教育人員辦理外籍配偶學習及相關單位與未來研究之參考。
本研究採取質性方法，以半結構式訪談的方式進行，分別從國中補校的行政人員、教師和在籍外籍配偶的角度，求共同交叉檢視外籍配偶就讀國中補校的學習現況、困境與因應策略以達研究目的。
經分析討論與發現，歸納出以下結論：
一、 外籍配偶在國中補校的學習主要動機為：
1. 為了取得正式學歷及工作需要
2. 為了教養子女及與人溝通
3. 為了自我成長及交朋友
二、 進入國中補校的外籍配偶其學習特色為
1. 學習偏好是廣泛的、沒有特定學科的需求
2. 以升學為目標，學習態度是認真、積極的
3. 進修與否較不受同國籍的姊妹情誼影響
三、 外籍配偶在國中補校的學習在個人層面的困境：
1. 懷孕與健康狀況為影響學習的最大因素
2. 家人與工作亦是影響學習的因素
四、 外籍配偶在國中補校的學習在學校層面的困境：
1. 中文裡的文言文、成語較感到困難
2. 因課程內容及科目多樣化較困擾
3. 內容的加深加廣與上課天數的增加而有壓力
五、 外籍配偶在國中補校的學習因政府單位或相關承辦機構所形成的困境：
1. 有關單位宣傳不夠，外籍配偶們取得相關就學資訊不易
2. 未深入了解外籍配偶的學習需求，導致就學率不高
六、針對外籍配偶在國中補校學習因個人層面所形成學習困境的解決策略：
(一) 外籍配偶本身的解決策略
1. 請家人分擔家務，減少體力負擔，以增強身體抵抗力
2. 朋友、同學的關懷與支持協助，給予持續學習的力量
(二) 學校、教師協助的解決策略
1. 學校的任課老師將健康資訊融入課程，並隨時提醒學生健康的重要
2. 在課程方面，安排多項與健康相關的科目及講座
3. 定期做學生體重及體脂肪管理與健康常識分享
4. 強化同儕情誼，互相關懷
七、針對外籍配偶在國中補校學習因學校層面所形成學習困境的解決策略：
(一) 外籍配偶本身的解決策略
1. 在家裡看電視自學、問家人、朋友或自行查字典、上網查
2. 在學校則問同學或問老師
(二) 學校、教師協助的解決策略
1. 任課教師要隨著學生不同的特質而修正自己教學的方法
2. 善用同儕及志工學長姐輔導的力量
3. 教材的選用方面，重視字體、印刷及適當性或需要自編補充教材
4. 環境方面加強硬體設備的管理、輔以溫暖氣氛營造為主
八、針對外籍配偶在國中補校學習因政府單位或相關承辦補校與外籍配偶機構層面所形成困境的解決策略：
(一) 外籍配偶建議的解決策略
1. 縮短上課天數或用修課方式，彈性處理國中補校修業規定
2. 給予外籍配偶就學補助或提供獎學金與兒童課輔服務以激發就讀動機、
提高就學率
3. 忽略別人的眼光並充實自己，讓國人看見自己的努力
4. 請政府或辦理外籍配偶事務的相關機構再加強宣導，以導正刻版印象
(二) 教師建議之解決策略
1. 辦理外籍配偶國中補校專班，以符合他們的需求、提高就學率
2. 請就讀學校設置兒童遊戲區與兒童課輔服務，激發就讀動機
綜合以上研究結果，針對外籍配偶在國中補校學習提出下列幾點建議：
一、 對政府教育主管機構之建議
(一) 辦理在職老師認識外籍配偶的研習進修課程
(二) 成立國中補校之外籍配偶專班
(三) 普查目標人口，積極宣導並鼓勵就學
(四) 獎勵就學，提高學習動機
(五) 舉辦各項外籍配偶相關活動，致力導正國人對他們的刻版印象，並讓他們勇敢走出來
二、 對學校補校行政單位之建議
(一) 善用社區與公益團體資源，協助外籍配偶子女課輔及其他需求
(二) 定期舉辦家庭親師日，對外籍配偶提供適當的關懷與協助
(三) 培養學生自學能力，以達終身學習理念

關鍵字

國中補校 ； 外籍配偶

並列摘要

This study is designed to investigate the status and learning difficulties of foreign spouses in junior high supplementary schools of New Taipei City, and to explore their learning coping strategies, and finally to make specific recommendations based on the findings, to give references to staff handling junior high supplementary school education for foreign spouses learning and to related units for future research.
The study adopts a qualitative approach with semi-structured interviews, and respectively, from the points of view of the administrative staff, teachers and present foreign spouses-students of junior high supplementary schools, cross-examines the status, plights and coping strategies of foreign spouses’ learning to achieve the research objectives.
After analysis, discussion and discovery, we summarize the following conclusions:
First, the foreign spouses’ the main motivations for learning in junior high supplementary schools are:
1. In order to obtain a formal qualification and work needs.
2. In order to teach their children and communicate with people.
3. In order to self-grow and make friends.
Second, the school learning characteristics of the foreign spouses in junior high supplementary schools are:
1. Learning preferences are extensive, and there is no demand for specific subjects.
2. They study for careers and their learning attitudes are serious and positive.
3. Their advanced studies aren’t affected by the sisterhood from the same nationality.
Third, the plights of the foreign spouses in junior high supplementary schools to learn at the individual level include:
1. Pregnancy and health are the biggest factors of affecting learning.
2. The family and work are also the factors that affect learning
Fourth, the plights of the foreign spouses in junior high supplementary schools to learn at the school level include:
1. They are troubled with classical Chinese and Chinese idioms.
2. They are confused with the diverse courses.
3. They are stressed about the deepening class content and the increasing of the number of school days.
Fifth, the plights of the foreign spouses in junior high supplementary schools to learn at the contractor or related government units level include:
1. The related units’ propaganda is not enough, and foreign spouses are not easy to obtain information related to school.
2. Not understanding the learning needs of foreign spouses causes low attendance rate.
Six, the solution strategies for foreign spouses’ learning difficulties in junior high supplementary schools at a personal level:
(A) The solution strategies for foreign spouses themselves
1. Their family can share the housework and reduce physical burden to strengthen their body resistance.
2. Their friends’ and classmates’ care and support assist them to have power to continue learning.
(B) The solution strategies for schools and teachers’ assistance
1. Integrate health information into the curriculum, and always remind students the importance of health.
2. In the curriculum, schedule a number of health-related courses and lecture courses.
3. Manage students’ weights and body fat regularly and share health knowledge.
4. Strengthen peer friendship and caring.
Seven, the solution strategies for foreign spouses’ learning difficulties in junior high supplementary schools at the school level:
(A) The solution strategies for foreign spouses themselves
1. Self-study at home, watch TV, ask family, friends, look it up in the dictionary, or search on the Internet.
2. Ask teachers or classmates in school.
(B) The solution strategies for schools and teachers’ assistance
1. Modify teaching methods with students’ different characteristics.
2. Use peer counseling and volunteers’ forces well.
3. Select textbooks valuing fonts, printing and appropriateness or edit self-made supplementary materials.
4. In the environmental aspect, manage hardware devices well, and create a warm atmosphere.
Eight, the solution strategies for foreign spouses’ learning difficulties in supplementary junior high schools at the contractor or related government units level:
(A) The recommendations of foreign spouses for the resolution strategies
1. Shorten school days or have flexibility for graduation.
2. Provide foreign spouses school grants or scholarships, babysitting and child services to stimulate students’ motivation to improve school attendance rate.
3. Ignore the eyes of others and enrich themselves so that people can see their own efforts.
4. The government or related institutions should reinforce advocacy to correct the stereotypes.
(B) The recommendations of teachers for the resolution strategies
1. Set up special classes for foreign spouses in junior high supplementary schools to meet their needs and improve school attendance rate.
2. Set up children's play area or nursery and tutor children to stimulate students’ motivation.
Synthesizing the results of the above study, we make the following suggestions for foreign spouses’ learning in junior high supplementary schools:
First, the suggestions to the government agency in charge of education
(A) Apply learning courses about foreign spouses for teachers.
(B) Establish special classes for foreign spouses in junior high supplementary schools.
(C) Census the target population, actively disseminate and encourage school attendance.
(D) Reward attending school and improve learning motivation.
(E) Hold various activities related to foreign spouses and be committed to guiding people on their stereotypes, and let them come out bravely.
Second, the suggestions to junior high supplementary school administrative units
(A) Use community resources and public interest groups well to help foreign spouses for tutoring their children or other needs.
(B) Organize regularly pro-family 'Day to provide foreign spouses appropriate care and assistance.
(C) Develop students’ self- learning ability to achieve the concept of lifelong learning.

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