The Urban-rural Divide Comparative Study Conferring the Causes of Difference in the Basic Competence Test for Junior High School Students—A School in Taipei City and B School in Kinmen as Samples

• Main Authors: Hsiang-Kun Wu, 吳祥坤
• Other Authors: Chin-Chun Chen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/w529g8

碩士 === 銘傳大學 === 公共事務學系碩士在職專班 === 97 === The topic of the study is “The urban-rural divide comparative study conferring the causes of difference in the basic competence test for junior high school students—A school in Taipei city and B school in Kinmen as samples.” It was to compare and analyse the drop in the grades and the causes of urban-rural divide from following four aspects: students, families, schools, and the educational policies of the county government. In this study, the questionnaire was taken as the first step to investigate students in each school in Taipei city and Kinmen county. The questionnaire was designed to observe how junior high school students’ cognition, attitude, and behavior toward basic competence test were developed, basing on their family background, personal learning attitude, parents’ participation and the teaching activities in schools. Secondly, in order to deeply comprehend the differences about the educational policies and teaching enforcement between Taipei city and Kinmen county, the study proceeds in-depth interview with the administrative staffs and teachers at two schools. That was the reason why this questionnaire was composed to fully understand related opinions and perspectives. We could learn that the achievements of the basic competence test for junior high school students at school A in Taipei city is obviously better than school B in Kinmen county. The differences were caused by the following four reasons: Ⅰ. Learning Attitude: the students at school A spend much more time in study and outside-school learning than school B students. In the active learning, automatically, and scheme parts, there are noticeable distinctions between these two schools. Ⅱ. Parents’ Participation: the socio-economic background of students at school A is exceedingly better than school B students; including parental education activity, the attention for schoolwork and etc. Ⅲ. Class Teaching: the quantity of subjects testing and basic competence at school A are apparently more than school B; otherwise, there are obvious differences in teaching method, self-criticism, and teaching aids. Ⅳ. Education Policy and Teaching Behavior: the education policy in Taipei city appears to be more active and flexible than in Kinmen; this study reveals the characteristics of the urban-rural division.