「我」對「他們」：都會弱勢國中生公民素養之研究

“I” vs. “They”? The research on civil competence of low socio-economics status junior high school students

本研究目的有二：1存在於低社經地位國中生的公民素養不利特徵；2.公民課堂討論公共議題時，導致無法達成目標的因素。採質化設計，選取一都會弱勢學區國中一個八年級公民課堂，進行非參與觀與個別深度訪談。研究發現較多比例學生的認知較關注在情節或細節，對公共議題較為自我中心思考關聯性。事件的影響力且內涵價值表現最佳，能提出一些概念與想法，但人數最少。內容興趣且情節發展表達力次之，但欠缺表達的概念化。狹隘自我且空心概念或零基細節，人數不在少數，他們不知如何思考，如何表達，進而將自己與公共議題劃清界線。低社經地位學生無法參與討論的因素，在於不僅缺乏背景知識，且對課堂的學術概念陌生，無法與議題產生連結；加上公共議題的爭議性，或流於口水戰，更讓學生感到因難甚至抗拒。政黨的刻板印象，也影響學生對公共議題的思考。

Two research proposes are as follows. First, the disadvantageous salience of civil competence among low socio-economics junior high school students. Second, the gaps which fall students from achieving instruction objects after the discussion class in social studies on public issues. The research subjects are from an 8th grade social studies class of the school which locates in low social economics school district. Research methods are non-participatory observation and individual in-depth interview. Research analysis are two according to research purposes respectfully. First, analysis responses to public issues in cognition and interest. Second, analysis by two dimensions of “explore” and “commitment” after a discussion class on presidential election. Most students show details in content of and self-related issues. Students expressing the impact of issues and content values show their opinions and best ability of expression. Students showing content interest and plot development have the ability of expression in the second place. Students showing narrowed selves and empty concept or details do not know what to think and express. They keep distance from public issues. These students are most challenging in the class. Insufficient content knowledge, strange to academic concepts fall students in connecting to issues. Furthermore, the controversial issues make these confusing students resist public issues.