班級族群組成與學生心理幸福

Classroom Ethnic Composition and Students’ Well-being

在臺灣地區，原住民學生與同部落的學生一起受教時，心理會比較幸福？還是與漢人融合在同一教室學習時，心理比較幸福？受教於漢人教師，心理比較幸福？還是由原住民教師教，心理比較幸福？這些問題的回答，不但有學術理論的價值，更可做為未來教育決策與學生輔導的重要參考。因此，本研究以2005年臺東地區的國中學生調查資料，並且運用階層線性模式來分析原漢師生族群配對、班級原住民學生比例是否對學生心理幸福有所影響。分析結果發現：師生族群配對情形對學生心理幸福都沒有顯著影響；不過，班級原住民學生比例越高，對學生的成就感這個心理幸福指標則有顯著的正面影響，即班級原住民學生比例越高，學生成就感也就越高。進一步的分析更發現：班級原住民學生比例越高，對漢人學生之成就感沒有顯著影響，卻有利於原住民學生的成就感之提升。

This study presents an action research regarding a primary second grade Life Curriculum in Keelung city. Thirty-three pupils participated in the class, including five special needs students. The purposes of the study are to develop and conduct a teaching project of the Life Curriculum, and to see if the instruction enhances students' expressive, communicating and collaborative abilities. Based on the three principles of instructional design in the Life Curriculum--(1) the child as an active learner, (2) cultivating students’ competencies, (3) extending students’ meanings of connecting to people, objects, and events--the researchers developed a theme of integrated curriculum named ‘Ocean Carnival.’ The results show teachers' reflections and growth, characteristics of the Life Curriculum, and pupils’ progress in communication, cooperation, several kinds of expressive skills, and knowledge of related learning topics. Besides, the results reveal that Life Curriculum can reach the aims of inclusive education, and help special needs students grow in a general classroom.