國中教師對學生聲音的詮釋與應對策略之研究

Understanding and Responding to Student Voice: An Ethnographic Study of Junior High School Teachers' Interpretations and Strategic Approaches

有鑑於國際組織因應世界思潮與科技發展提出「全球公民素養」文件觀點，以作為我國新一波「國民教育素養」課程改革參考，本研究目的有四：一、分析國際組織「跨領域全球公民教育」觀點勾勒國民教育素養；二、探究國際組織「數位科技時代全球公民素養」、「全球公民未來素養」觀點以勾勒「國民教育素養」；三、運用概念分析與文字雲分析國際組織「全球公民素養」以勾勒「國民教育素養」；四、根據以上結果，提出國際組織「全球公民素養」的「國民教育素養」內涵。本研究策略與方法採取質性內容分析法，運用國際組織文件有關「全球公民素養」文件的框架與架構作概念分析、文字雲分析與其關鍵詞EXCEL量化統計，研究對象為國際組織2007-2024年有關「全球公民素養」框架與架構的公開文件，運用國際資料來源與資料種類多元性、研究策略的多元性，進行三角檢證以維護本研究信實度。本研究採政府組織與非政府組織文件皆為合法公開取得，保持研究立場公正，以維護本研究倫理。本研究結果提出國際組織「跨領域全球公民教育」、「數位科技時代全球公民素養」、「全球公民未來素養」三個取向觀點，整合而成的「全球公民素養」的國際組織觀點，以勾勒出我國「國民教育素養」，並提出相關建議。

Under the context of educational reform emphasizing student subjectivity in the Curriculum Guidelines of 12-year Basic Education, understanding how teachers interpret and respond to student voices has become a significant issue in current educational practice. This research describes teachers' categorization of student voices and their corresponding strategies of a group of junior high school teachers in urban areas. Through long-term observation and in-depth interviews, the results indicate that teachers categorize student voices into noisy voices, voices expressing demands, voices providing feedback, and voices seeking partnerships. Teachers employ diverse strategies, such as actively listening, speaking on behalf of students, collecting information, and making adjustments. The study identifies three levels of student participation and reveals that teachers' interpretation of student voices is significantly influenced by educational contexts, including school organizational structures, traditional teacher-student power relationships, and curriculum reform emphasizing student subjectivity. The research concludes by providing recommendations for teacher professional development and policy support. It suggests that teachers should recognize the value of student voices while incorporating them into teaching practices, supported by necessary resources and emotional support. These efforts aim to create a more inclusive learning environment and improve student participation and learning outcomes.