「國民中學學生多元能力開發教育實施計劃」現況研究-以臺北市甲國中為例

「The implementation plan of diverse education in capability development for junior high school students」 A study of present situation—Taking a junior high school in Taipei City as an example

陳韻琇(Yunn-Shiow Chern)

指導教授 ： 沈幼蓀

國立臺北大學/社會科學學院/社會學系/碩士(2011年)

摘要

本研究旨在探討臺北市實施「國民中學學生多元能力開發教育實施計畫」之執行現況、課程實施情形、其具體成效與影響，並了解其實施困難，最後提出相關建議；本研究採用文件分析、參與觀察與深度訪談法進行，以臺北市甲國中為研究對象，使用自編之訪談問卷與個案學校之學校人員、教學人員與學生進行半結構式訪談，並經由文件之各項分析與訪談分析整理彙整，得知領導者正確的教育理念，促使學生獲得多元學習的機會、課程的設計與教學方式，決定學生加入多元能力開發教育的意願、計劃實施可達到提升學生自信心、改善學習態度，預防高關懷學生中輟之成效。而多元能力開發教育實施後的影響:(一)學校提升照顧高關懷學生的形象，減少校園師生對立衝突，豐富學生的學習內涵，創造學校與學生的雙贏局面。(二)對學校行政人員的影響則因人力與設備有限，計畫的申請與執行，大量增加學校行政人員的工作而形成壓力。(三)對學校老師的影響，因採取抽離上課方式，促使更多的老師一起關心高關懷學生，減輕任教班級老師在教室管理與督促學生學習的負擔，但也有導師認為，與學生接觸時間減少，使得導師較無法掌握學生的表現狀況。(四)對學生的影響，因提供另類的學習經驗，增強學生展現優勢的機會，讓學生重新認識自己，引導高關懷學生對生涯進路的正向思考，但有些學生也會以在多元能力開發班上課為由，逃避原班級的相關規定。此外，計畫執行會因教育局的開班人數、經費預算的限制及學校人力的不足而導致實施上的困難；提出對教育行政機關、學校、教學人員、學生及未來相關研究的建議。

關鍵字

另類教育、適性教育、多元能力開發教育、高關懷學生

並列摘要

The aim of this study is to discuss the present situation, program implementation, effects and impacts of Taipei City’s “Implementation plan of diverse education in capability development for junior high school students”, to understand the obstacles to implementation, and, finally, to propose recommendations. Through document analysis, this study targeted the students of a junior high school to conduct an observation and in-depth interview. The survey-questionnaire was designed to interview the target personnel through semi-structural interview method. Based on the results of document and interview analysis, the educational concept of the school leader was to allow students obtaining more diverse learning opportunity. Besides, the curriculum design and teaching method are highly associated with students’ willingness to involve in diverse education in capability development. The implementation plan can improve students’ confidence and learning attitude, and prevent the at-risk students from dropping out of school as well. The effects of diverse education in capability development after implementation: (1) Improving self-image of the at-risk students, reducing conflicts between teachers and students, adding value to learning, and creating win-win situation for both school and students. (2) Due to limited human resources and facilities, the application and implementation of the plan have created extra workload and pressure for the administrative staffs at school. (3) The class-transferring teaching style allows more teachers to care about the at-risk students which can reduce homeroom teacher’s burden on class management and student supervision. However, some teachers believed that they cannot know well enough about students’ performance due to lack of interaction with students. (4) Because of the alternative learning experience, the students have more opportunities to demonstrate their capabilities and to understand themselves. This can lead the at-risk students to think positively. However, some students tend to avoid the homeroom’s regulation by taking classes for diverse education in capability development. In addition, the limited number of classes approved by Ministry of Education, budget-constrain and lack of manpower have resulted in many implementation difficulties. Finally, this study has proposed recommendations to education authorities, schools, school personnel, students and for future study.

並列關鍵字

diverse education in capability development, alternative education, differential education, at-risk student

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