不進而廢:高關懷國中生學校學習問題之研究

Abstract

高關懷學生有較高的學業適應問題，容易促發偏差行為甚至中輟。為了瞭解他們的學習困境，本研究從 第三空間理論探究他們自學校學習的認同特徵及形成，同時檢視不利於他們學習的學校制度特徵。研究 對象為十位有偏差行為的高關懷學生，選自北部一所升學型國中的三個多元班。研究方法採個別深度訪 談及非參與觀察法。訪談對象為學生、三位多元班主責教師與輔導組長。觀察的三個班別為農耕班、熱 舞班及導航班。以詮釋現象學取向進行資料分析。研究結果發現，他們的認同特徵是不讀書。認同形成 肇因於不懂所學，他們學習壓力相當大，混和許多負向情緒，於是成為課堂局外人，展現課堂偏差、翹 課甚至中輟。他們因應學習壓力的方式，混和逃避、放棄、抗拒、自然反應與偏差行為，不僅無助於改 善困境，反而在學校制度課程屬性、統一規範的課程進度、大班教學與考試範圍下，形成棄學的迴圈。 在課堂規範下，他們受管教而破壞師生關係，連帶討厭課堂。即使師生關係佳，仍不等於支持學習。也 因放棄學習而缺乏支持學習的同儕。當他們從學習轉向玩樂，提高回歸學習的難度，若交往涉及幫派的 同儕，不僅偏差行為加劇，更可能回頭抗拒家庭的管教。  At-risk students have more problems of learning in schools that might lead to delinquent behaviors and drop-out. It is important to find out their difficulties in learning in schools and let at-risk students receive suitable schooling. The research purposes are to investigate the identity and their formation based on the third space theory. This approach could reflect the school systems which would obstruct learning of at-risk students from their coping attitudes. Ten at-risk students who had delinquent behaviors were chosen from three Multiple Classes in a junior high school in Taipei. The school has better high school entrance performance. Multiple Classes teaching various activities but academy are designed for delinquent students who are not able to stay in regular classroom to learn. Classes include gardening, dance and navigation related activites. Research methods are individual in-depth interview and non-participatory observation. Interviewees were students, one teacher from each of the three Multiple Classes and Section Chief of Counseling in school. Observation was conducted in each of three Multiple Classes using video recording and field diary. Data were analyzed by hermeneutic phenomenology approach. Interviews with student were the primary data, and interviews with teachers and class observation served as triangulation. After all cases were analyzed individually, cross cases analysis followed. The results find the identity of at-risk students is to quit learning, and four students identified themselves as to playaround. Regarding identity formation, they bear huge pressure from learning with lots of negative emotions which results from not understanding what they are taught. These emotions led to their delinquency behaviors and marginalization in class, cut classes or even flunk out. Avoiding, giving up, resisting and spontaneous reaction were used by these students to cope with pressure in school. These attitudes relating to misbehaviors can not relieve their difficulties, but form a feedback loop that impeded student learning in the school systems. These school systems are academic curriculum, one-size-fits-all curriculum schedule and tests, and whole class instruction. The loop keeps them from learning, getting harder to follow up classes and even staying away from schools. Class delinquency of students often led to disciplinary actions which worsened teacher-student relationship and their attitude toward the teachers’ classes. Even the relationship is fair, it does not mean to support their learning. Additionally, at-risk students lack of classmates to support their learning after quit learning because common activities of classmates are about learning. If they escape from learning to play around, they spend more time on play and created a vicious circle of low school. Their parents are commonly unfamiliar with their friends frequently hanging on. If they have friends to do with gangsters, they would act more delinquent behaviors and even rebel against their family rules. The contributions of this research are in two perspectives. From research approach perspective, this research adopts third space theory to explore at-risk students learning problems in school. It not only reveals huge pressure experiences by at-risk students in learning but also the school systems that are disadvantageous to their learning. The at-risk student is the title labelled from the authority of school system taking them as different. From practical perspective, the results depict extremely embarrassed situations of at-risk students in learning. Education policy makers and school administrators should adjust the systems to be more flexible and fit better students’ learning conditions. Teachers and consultants should be more sensitive to identifying their explicit delinquent behaviors and interpret such behaviors not as violating rules intentionally but as a warning of their learning difficulties and assist them to overcome.