國小經濟弱勢生學習生活與學習文化之個案研究─凌寒待暖陽

A Case Study of the Educational Life and Culture of Economically Disadvantaged Elementary School Students

本研究目的有二：(1)探究3名國小經濟弱勢生的學習生活特徵。(2)分析3名經濟弱勢生所習得的學習文化，亦即對學習所抱持的觀念取向。
本研究採觀察、訪談、文件分析等方法，進行一年之田野資料蒐集。歸納家庭、社區、學校等田野資料，所獲結論如下：(1)在學習生活特徵方面，3名經濟弱勢生共同處有七，一在社區方面，鄰居親友往來頻繁，唯文化資源不充裕；二為家中照顧人力充裕，唯教育資源闕如；三為家長教養態度寬嚴互補，唯家中均有負面身教者；四是家長對教育之期望均表示自己強調品德，唯本身有心無力去施教；五在家人互動上，個案與照養者感情親密，唯家人為錢衝突頻繁；六在學校人際方面，3個案均能建立固定友伴，唯亦因不當行為而招致同儕非議；七在學習動機上雖了解學習係本分，唯學習態度卻被動消極。(2)在學習文化方面， 3名經濟弱勢生習得之相似觀念有六，一對「教育脫貧」的看法傾向「現實主義」；二對「成績優劣」持「無足輕重」態度；三對「科目喜好」持「好逸惡勞」觀念；四對「家長期望」傾向「避罰服從」、「追求安定」；五對「師長管教」希冀「寬鬆為尚」，表現「臣服權威」態度；六在「同學相處」上傾向「尋求隸屬」、「重利輕義」。最後本研究提出對學校教師、政府單位與未來研究等方面建議。

The aims of this study are to explore the educational life of three specific economically disadvantaged students (EDS) and their acquired educational culture, namely, their values in relation to learning. In order to collect the field data, we conducted observations and carried out interviews and document analyses. The conclusions we reached are as follows:
1. The three EDS shared common life experiences in seven respects: the cultural resources of their community; the educational resources of their family; parental attitudes to nurturing; parental expectations in relation to their children’s education; interactive relationships among family members; inter-personal adjustment at school and motivation to learn.
2. The EDS shared the following features in their educational lives: despite their constant interaction with relatives and neighbors, the students did not enjoy abundant cultural resources; although living in caring families, the students had few educational resources; the parents of these students tended to unconsciously display negative examples of behavior, although they usually exhibited a conscious balance between leniency and strictness in their attitudes toward the students; although morality was their top concern, the parents did not prove to be good examples for their children in this respect; students’ interactions with their family members were generally intimate, but they often became involved in conflicts with one another because of money; the EDS often had difficulty establishing stable inter-personal relationships with their peers at school as a result of their misconduct; although they clearly defined learning as their top responsibility, their motivation in this respect was comparatively passive.
The EDS shared common ideas in relation to the opportunity to overcome poverty through education, academic achievement, subject preference, parental expectations, teachers’ discipline and instruction, and companionship with classmates. They were realistic in their views of the opportunity to overcome poverty through education; they took an indifferent attitude toward grades; they tended to prefer easy subjects; they were keen to fulfill their parents’ expectations; they tended to adopt a tolerant and subservient attitude toward teachers’ discipline and instruction; and they took a subordinate and practical attitude when attempting to get along with their classmates.