英文摘要 |
School education is dominated by Chinese traditional culture in Taiwan and is regulated by national nine-year curriculum. There is not the curriculum of ethnic education, besides of the local language. Schools implement the ethnic education by educators with ethnic conscious. The methods are developing of local curriculum or integrating into the other learning domains. According to findings of the summer learning loss researches and the policy of the caring of low social economic background children, implementing the third school term in summer vacation with the ethnic education and the remedy instruction can break away those limitations described above and can eliminate the summer learning loss. Supplying low social economic background children in the third school term with meal can also solve the problem of food supply non-continuously in low SES family in summer.
The implementing plan was donated by social resource sponsorship and accessed grants of superior authorities. According to the experience of implementing in 2011 and 2012, Suggestions were made that the beginning of implementation should be from primary schools in order to eliminate the summer learning loss and to achieve the policy objective of the caring of vulnerable children, and that the government could play a mediator to mediate entrepreneur with social responsibility conscious to donate schools with money, which want to implement the third school term in the aboriginal area. Take care of the vulnerable, maximize the minimum stakeholders, is the second principle of the theory of justice. Let schools do school social responsibility. It is great for the government’s policy objectives. |