勞工背景學童師生互動之研究

• Main Author: 李婉瑜
• Other Authors: 劉美慧
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/70609694062355503973

碩士 === 國立花蓮教育大學 === 多元文化教育研究所 === 96 === Abstract This study is intended to explore the teacher-student interaction between working-class students and a homeroom teacher with the same background in an elementary school. There are three main research goals: First, to understand the interaction between the teacher and students with working-class background. Second, to understand the teachers' attitude toward the teacher-student interaction. Third, to understand the working-class students' attitude toward the interaction with the teacher. This study adopted the classroom ethnographic approach, choosing 17 working-class students of 3rd grade as the participants of this study. The following results emerged from this study: 1. The teacher took major control of the class interaction. The interaction between the teacher and the working-class students showed a strong classification and framing system. 2. The teacher interacted with the working-class students based on the individual difference in different situation. 3. In the teacher-student interaction, the teacher emphasized the accumulation of abstract educational resources in the family. 4. The working-class students had both positive and negative responses to teacher-student interaction, and they mostly respond to the teacher's expectation to them. According to the above conclusions, this study raised the following suggestions: 1. In order to understand the learning experience of working-class students, teachers should provide students the teacher-student negotiation system. 2. The teachers should develop their sensitivity about the class issue by discoursing with their colleagues or other professions. 3. Teacher should review the classroom regulation and the knowledge distribution to avoid the negative hidden influence on working-class students. Keywords: working-class students, teacher-student interaction, multicultural education