國中學生的時間概念

Time Conceptions of Junior High School Students

本研究描述台北市一所國中三年級自願就學班與普通班學生的時間概念。學生將時間分為四類：教師掌控的讀書時間、學生掌控的讀書時間、教師掌控的玩樂時間、學生掌控的玩樂時間。學生以各種策略增加玩樂時間，減少讀書時間。學生的時間取向為當前取向。他們雖認為課業與未來都很重要，卻很清楚，無論如何努力，很難改變自己命定的未來，轉而將時間運用於處理當前學校生活的重要問題。透過靈活的時間分配與運用，學生逃避教師的處罰，使學校生活充滿樂趣。在學校教育的過程中，在分數標籤與能力分班的影響下，教師有意或無意的偏見與歧視形成無法超越的結構性障礙，使學生覺得未來已經命定，無法有所期待，於是形成重玩樂輕讀書的時間概念。

This research is designed to describe time conceptions of students in a junior high school. There are four categories of the students’ time in school : study time controlled by teachers; study time controlled by students; play time controlled by teachers; play time controlled by students. The students do their best to increase the amount of play time and to decrease that of study time. Labeling and grouping according to students’ academic performance are two main factors formulating structural borders that prevent the students from thinking about changing their future. The students, discovering their future are destined, are forced to apply their time more effectively to solve current problems in school. Therefore, the students are present oriented instead of future oriented. Time conceptions are the result of students’ adaptation to school socio-cultural environment. Educators should be more cautious when setting up educational arrangement. They should provide students with hopeful future rather than destined future.