A Study of Educational Situations and Some Predicaments in Penghu County Elementary and Junior High School: Discourse with Postmodern Point of View.

• Main Author: 葉天賞
• Other Authors: 邱兆偉
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/52j3t6

博士 === 國立高雄師範大學 === 教育學系 === 102 === Abstract The purpose of this study is to discuss the current situation and difficulties of Penghu junior and elementary schools with postmodern perspectives. The main purposes of this study are to use qualitative study to understand how different educational workers aware of postmodern trends realized in current school education and the actual situations among first, second and third grades of Penghu distant-island school education. Furthermore, the researcher used the quantitative study to understand the perception of Penghu junior and elementary school educational workers between the “characteristics of postmodern trend” and “school education” and the relevance and prediction between the “characteristics of postmodern trend” and “school education”. The major findings are as follows. 1. The actual situation on different educational workers being aware of postmodern trends realized in the actual situation of school education a. The concept of “individual difference” is emphasized among principals, directors and homeroom teachers. The remedy used during teaching is “teaching based on students’ abilities” but when not all students could be taken care of, teachers would design teaching materials on their own in order to meet different needs. Adopting the “multielement and decentralized concept” school education is allows to be more vivid with multiple choices. However, the administrations set the frames and limit the development of schools. b. Both college and graduate school educational workers with college and graduate college consider adopting the spirit of “individual differences” The concept of “multielement” is promoted in the form of social groups and the effect is presented in the form of “bottom-up” fermentation. Unified learning materials and traditional assessment do no good to stimulate students’ potentials. 2. The actual situation among first, second and third grades of Penghu distant-island school education a. Teachers of first-grade distant island schools have the advantage on equal quality of art and humanity. Schools of bigger size adopt group work and cooperative learning for it promotes the interaction among peers. As for the smaller size of distant island schools, with limited number and specialty of teachers, the development is somehow limited. b. The resources are limited in the distant islands and For the number of students in one class is small, But it. Also, students’ performance of art and English are relatively bad based on the lack of the qualified teachers. However, another advantage of distant island schools is that they are equipped with enough equipments. 3. The use of the quantitative study to understand the perception of Penghu junior and elementary school educational workers between the “characteristics of postmodern trend” and “school education” a. Based on the how educational workers perceive “postmodern trend characteristics,” the main concepts are “individual differences” and “decentralized multielement, ” while the “deconstructed common sense” and “justifice for the disadvantaged groups” are the secondary. b. Based on the how educational workers perceive “school administrations,” the main concepts are “the work of administrations” and “plans for school affairs, ” while the “resource service” is the secondary. c. Based on the how educational workers perceive “curriculum teaching,” the main concepts are “daily learning” and “curriculum learning, ” while the “teaching materials” is the secondary. d. There is a positive correlation between “postmodern trend characteristics” and “school administrations.” e. There is a positive correlation between “postmodern trend characteristics” and “curriculum teaching.” Based on the major findings at stated above, suggestions to teachers, junior and elementary school administrations, universities and colleges and future studies are as follows. 1. Suggestions for teachers a. teachers should not only emphasize “daily learning” and “curriculum learning” but also promote the ability of designing “teaching materials.” b. Schools of second and third grade distant island schools should encourage teachers to participate in non-specialty courses. c. Teachers should use the concept of “justify the disadvantaged”. 2. Suggestions for junior and elementary schools a. School education should consider “individual difference,” “decentralized multielement” and “deconstructed common sense”. b. First-grade distant island school can adopt schools of smaller size for they are equipped with more qualified teachers. c. Schools of smaller size should work on cooperation between schools and districts. d. Schools should provide the supplement of resources in order to add more cultural stimulations. e. Schools should use relevant helping devices to care for the rights of the disadvantaged. f. Schools should not only focus on “individual differences” and “decentralized multielement” but also care for the ‘justifice for the disadvantaged” and “deconstructed common sense”. g. schools should emphasize not only the “administrative work” and “school affair plan” but also the “resource service.” h. Schools should make good use of the concept of “justified disadvantaged” in order to take good care of the disadvantaged. 3. Suggestions for administrations a. The power of administrations should be transferred for the development of school multielement. b. Recruit more teachers with specialty of English and art and assign them to assist the teaching of distant islands in the form of add-on to the original formation. c. In order to raise the teaching quality, teacher resources should be cooperated based on the entire districts. d. In order to raise the teaching quality, add one or two teachers to junior high schools with three classes and elementary schools with six classes. 4. Suggestions for universities and colleges Colleges should use resources to assist teachers from distant areas for further learning and courses should be focused on those specialties which are insufficient among schools. Courses which equip teachers with secondary specialty are beneficial for teachers’ teaching.