都市原住民學童族群認同與生活適應之關係研究－以高雄市原住民國小學生為例

A Study on the Relationship of the Ethnic Identities, Life-adjustment of Urban Native Students

卓石能(Shih-Neng Cho)

《原住民教育季刊》 35期 (2004/08) Pp. 77-108

https://doi.org/10.6779/AEQ.200408.0077

並列摘要

The purpose of this study is to discuss the relationship of the ethnic identities. and life-adjustment of urban native students. The subjects were 424 native students on the fourth, and sixth grade from 65 Kaohsiung municipal primary schools. Collected the data by using the survey questionnaire, statistical method employed in this study were, test. One-way ANOVA, and product-moment correlation multiple stepwise regression.
The analysis of the data revealed the following main conclusions:
The contemporary situation of the ethnic identities, and life-adjustment of urban native students is mid-high level and peace ability.
1. There was closed relationship between the ethnic identities and the population. Female was higher than male, the fifth students were the highest than others.
2. There was closed relationship between the life-adjustment and population The higher grade was, the better life-adjustment was Students who carried higher social-economy position developed the life-adjustment better than lower.
3. There are closed relationship between the ethnic identities and life-adjustment. The ”learning relate communication” and ”peer group adjustment” carried the key position. The relation of ”human relate communication” and ”home adjustment” hold the influence. The ”ethnic self-identity” was closed the ”self-adjustment”.
4. ”Home adjustment” was the main element that affects the personality of ”self-identity” ”Peer group adjustment” was the important variety of ”human relate aesthesis”.
According to the study conclusions, this study will raise suggestions respectively as follow:
For educational administrations:
1. Providing the policy of educational balance development, having the idea of the first education area, noticing the educational problems of native students, first increasing the various culture education, building the environment whit the native students identified, and helping the students to increase the life-adjustment.
2. Connecting the community and school to generalize the home-school education helping the students who carried the lower social-economy position and single, or stepparent, to higher their self-concept and increase the life-adjustment.
For the primary schools:
1. Supporting the well ethnic identities learning environment, laying out the unitary curriculum, implementing the ethnic relationship and various culture education increase the life-adjustment
2. Connecting the community to generalize the local curriculum, teach the mother language, and various culture educations.
For teachers:
1. Exploiting the professional abilities of teachers to build the well relationship, between the teachers and students, and the learning environment, which was warm and comfortable.
2. Having the attitude that keeping the justice no matter the different gender.
3. Merging the belief which were ethnic assimilation and the value of various culture, to have students' positive social acting and higher compassion to build the Well human relate communication.