| Summary: | 碩士 === 國立花蓮教育大學 === 國民教育研究所 === 96 === This study takes "situation learning theory" as the theory viewpoint. By using the research method of observation and interview, this study attempts to explore the learning progress of different academic achievement students from lower socio-economic background at school. Learning participation is the main conception of this study; furthermore, this study expects to make the more thorough description and the interpretation of student’s learning progress by this main conception. The participators of this study include two sixth－grade students and their teacher.
The results of this study show four teaching activity models of this learning community. In didactic instruction model, when teacher dominate the discourse of class, it’s not easy for student to interact with teacher. Undoubtedly, the teacher is the leader in class, and students are only the listeners. In group competition model, it seems to have frequent interaction in class; however, the real power of the class still belongs to the teacher. The teacher can control the question’s setting and determine the student’s answer is correct or not. The interaction between the teacher and the student merely occurs in students’ drawing out and replying question.
In group interaction model, the learning in class is not ossified. The role of teacher becomes a collaborationist to provide students with appropriate help. In addition to, students can decide when they should talk by themselves; they can own the right of speaking. Finally, The solo model belongs to one kind of potential interaction. By solo, the student can communicate with the teacher in other different way; moreover, the teacher also can understand what students think and realize students’ learning level from solo model.
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