我是問題學生~兩位中輟學生的學校經驗與自我認同~

• Main Author: 陳玉玫
• Other Authors: 劉錫麒
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/51490476704032675750

碩士 === 國立花蓮師範學院 === 國民教育研究所 === 89 === Abstract The misconduct issues of juvenile has been serious for a long time, and not been relaxed after mass social resources put in. Accompanied with the accumulation of learning experience, the misconduct of these children is not corrected under the school education, on the other hand, becomes worse and worse. Meanwhile, the self-identity of troublesome student is firmer to them. Then we would wonder what they have experienced within the campus? Why the educational function of school could not influence these children? What’s the process of their self-identity changing? So, to find out the answers or clues of these questions is the subject of this research. The analysis of this research discloses that the transition of Shien ‘s self-identity started from the expectation difference between family life and regular school life, and became clearer accompanied with continuous conflicts between she and school teachers. During the cycle of violating the restriction, each time she broke the restrictions and rules left the stigma of troublesome student both to her and to teachers. Meanwhile, these conflicts also brought her to attach another misconducted companion group. On the other hand, the experience of discarded childhood of Liin had become her aspire and pursuit of being respected. Although she had tried her best to be outstanding at school, she still could not reach the target of ideal- self within the school culture filled with “comparison”. The self-image of “I am bad” and “ I am worse than others” also become clearer and clearer. After a serious conflict between she and teacher one day, she decided to quit the school and to attach the companion group within which she was respected. Her quitting meant that she could not get rid of the labeling of troublesome student any more, at last she also accepted this self-identity. Although the transition processes of Shien’s and Liin’s self-identity are not different, but both come from conflicted and disappointed school experience. Their poor performance on learning should be signals of seeking help for them, but resulted in blames and scorns from teachers on the contrary. Many meaningful contests become the sources of conflicts between them and teachers due to mishandling of these contests. During the transition processes of their self-identity of troublesome student , the teachers not only didn’t help them to adapt to the regular school life, but also push them to the margin after each tagged words and interactions with them. Key word : troublesome student、school experience、self-identity