升學氛圍下國中學生的課程觀:一個班級的民族誌研究

• Main Author: 蔡碧夆
• Other Authors: 黃鴻文
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/87876863411175733523

碩士 === 國立臺灣師範大學 === 教育學系 === 96 === Abstract 　　This is a study on the analyzing the curriculum perspectives of junior high school students. In order to know how junior high school students classify, perceive, feel, think and act to the formal school curriculum, the research purposes are as follows. First, analyzing the curriculum perspectives of junior high school students. Second, describing how classroom culture forms the students’ curriculum perspectives. Third, describing how school culture forms the students’ curriculum perspectives. Last, discussing how cram schools affect the students’ curriculum perspectives. 　　By ethnography, a public junior high school in Taipei County is chosen. The subjects include a class, through 8th to 9th grade. Observation, interview, document analyzing and questionnaire are the ways to collect data. The main findings of this research are stated as follows: A、Students use two systems to classify the school 　　　　　　　curriculum. One is the major subject and minor subject, 　　the other is reciting subjects and science subjects. 　　　　Students describe the major subjects are pressure, 　　　　　unfunny, boring, and not related to daily life. B、According to the character of subjects, students assort 　　the major subjects into three types: reciting, 　　　　　　　comprehending, and hard to preparing. C、Curriculum perspectives of students are affected by 　　　　　teachers and peers. Teachers’ strategies of classroom 　　　management indirectly affect curriculum perspectives of 　　students. The teachers who have multiple specialties 　　　　would become supports or supplementary in curriculum. 　　　Students also classify their teachers. Those who are 　　　　not strict but teach well are the most popular teachers. D、To reply parents’ demands and keep higher proportion of 　　students entering a higher school, school hold the 　　　　　doctrine of entering higher school. In this atmosphere, 　　all the activities which could raise the proportion of 　　students entering a higher school would affect 　　　　　　　curriculum perspectives of students, such as the 　　　　　　curriculum plans, tests, classroom order, and so on. E、Besides school system, cram schools are the other 　　　　　　important learning fields for junior high school 　　　　　　students and also play the role as the most effective 　　　support system. Therefore, some students pay more 　　　　　attention on it. Going to cram schools might have 　　　　　positive or negative influences on junior high school 　　　students. 　　Based on my finding, I generalize four conclusions. 1、The formal school curriculum could be classified to 　　　　　major subjects and minor subject by students. Students 　　would have different perception, feeling and action 　　　　among them. 2、Context of major subjects include reciting, 　　　　　　　　　comprehending, and hard to preparing, and they are 　　　　　gradation. 3、The factors that influence the curriculum perspectives 　　　of students are daedal, and schools and cram schools 　　　　are both involve in. 4、Students consider that school curriculum is just for 　　　　high school entrance examination, and major subjects 　　　　are not related to daily life. 　　At last, researcher proposed some reflections.