Teaching Practices and Student Participation in Learning at Aborigine Elementary Schools: A Case Analysis of a Rural School

• Main Author: 葉惠雯
• Other Authors: 陳淑敏
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/3j9k2y

碩士 === 國立新竹教育大學 === 人力資源發展研究所 === 100 === The implementation of diversified education provides greater choices in education, which many hope will increase the quality of education. However, when the cultural differences in the backgrounds of teachers, the primary providers of the curriculum knowledge (including cultural traditions), and students produce any cognitive gap in language or actions, teachers may believe that students lack the ability, thereby influencing their learning participation. This study uses the theoretical viewpoints of diversified education and qualitative research methods to investigate and emphasize the “teaching practices” and “learning participation” of students in aboriginal elementary schools. A rural school was used as an example. A semi-structured interview framework was developed according to the results of a literature review and used to conduct at least 2 in-depth interviews on the diversified teaching practices of aboriginal teachers at this school. Additionally, for 2 periods during the fourth grade, we observed a class every week for 10 weeks. Interview data and records relevant to the learning participation and characteristics of aboriginal students were collected. Transcripts were open coded, and the development and coding categories were examined and compared. We developed a framework for providing a more detailed description and interpretation, resulting in the following 11 conclusions: I. The living norms of the tribe (in their language, gaga) and their language are gradually disappearing; thus, each person must rely on their own reasoning and decision-making. II. A loss of responsibility among families means that they cannot motivate schoolchildren or support their learning. III. Household guardians rely excessively on the educational responsibilities of schools, resulting in schools remaining stable and conservative, delaying the improvement and development of school affairs. IV. The reduced community development of tribes has limited their ability to pass on educational culture effectively and restricted student learning. V. When the function of the family is undermined, teachers expect children to make demands of themselves and build their own confidence. VI. The teachers association expects to diversify education methods and provide students with learning motivation. VII. Teachers consider students unique cultural backgrounds and manage their learning conditions with tolerance. VIII. The learning process either inspires students’ interest in learning or encounters difficulties. IX. In real educational situations, teachers choose to adapt or transform textbook content. X. Teachers must simultaneously emphasize student life guidance, cumbersome administrative operations, and teaching quality. XI. An uneven distribution of resources leads to abundant material resources, but minimal learning resources for students. Based on these conclusions, this study presents the following 7 suggestions for those involved in fundamental aboriginal education in the future: I. Organize multichannel school groups based on learning. Improve students’ learning participation with respect, self-confidence, and heritage as the educational core. II. Establish a professional dialogue with hometown teachers, and learn the heritage and context of knowledge concepts from students’ peers. III. Actively listen to and understand the requirements of household guardians. Train in economic, technological, and parental professional education. IV. Schools should take the initiative to participate in tribal activities, establishing two-way communication systems. Show love, not rejection. V. The insufficiency of aboriginal teachers should be emphasized. VI. The mechanisms and operation of the hometown school’s parents’ association should be emphasized. VII. Teacher training organizations should enhance their research of aboriginal culture and education, improving the quality of teachers’ multicultural education.