傾聽學生的聲音：中國大陸南方某小學五年級學生的課程詮釋

Listening to Students’ Voices: Curriculum Interpretations of Fifth-grade Students in an Elementary School in South China

學生課程詮釋的研究能揭示「瞭解學生」這項探討教育理論與實務的前提，惟相關研究在教育領域中仍顯不足。本研究之目的旨在探究過往未被重視的勞工階級小學生的課程詮釋，以質性研究方法傾聽學生的聲音，探討中國大陸南方一所小學五年級某班學生對課程意義的建構。研究發現，學生們對於科目內容和文憑的詮釋抱持實用導向，重視對考試及出路有用的、日常實用的課程，並以教師權威及教學能力區隔課堂。此外，「循規生」看重文憑的交換價值，「男生小團體」雖有洞察文憑貶值的念頭，卻因內在與外在的限制，其洞察僅為「局部的洞察」。學生所創生的課程詮釋，可見其如何理解自身的生存處境；研究中的勞工階級學生受限於學校傳達考試為社會公平機制之意識型態，而未能看透階級的結構。教育能發揚人性、能協助低社經地位背景學生突破階層壁壘的作用，尚待彰顯。

Research on students’ curriculum interpretations reveals issues regarding understanding students, which serve as a prerequisite for discussing educational theory and practice. This qualitative research investigates the issue ignored in previous studies – the curriculum interpretations of elementary school students from working class families. The students of a fifth-grade class in an elementary school in south China were invited as participants. Firstly, the findings indicate that students’ practical orientation toward curriculum were manifested in viewing curriculum as useful for taking examinations, finding future jobs, and being applicable to daily life. School subjects were also classified according to the teacher’s authority and abilities for teaching. Secondly, the group of boys did not believe that diploma has its function for educational exchange as strongly as the conformists do. Internal and external limitations have been argued to cause their “partial penetration”. Moreover, students’ curriculum interpretations reflect how they perceive their living situation. The students from working class families were not able to deeply penetrate the structure of social class due to the limitation caused by the school ideology which regards the examination as a mechanism for social equality. The final part of the article proposed that education could serve for promoting humanity in that students with low socioeconomic status could overcome the social class barriers.