澎湖縣國小教師的價值觀對學生文化再製影響之研究

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題名:
澎湖縣國小教師的價值觀對學生文化再製影響之研究
著者: 王文瑞; Wang, Wen-jui
姜添輝; Tien-Hui Chiang; 教育學系課程與教學澎湖碩士班
主題: 文化再製; 教師價值觀; 工具理性; 教學效能; instrumental reason; teachers’ value system; cultural reproduction; teaching efficacy
描述: 本研究為瞭解文化再製與學校教育的關連性，尤其是針對學校教師因階級意識、教學工作屬性、課程知識結構產生的自我價值觀差異等問題，對學生產生的支配再製作用進行剖析，以揭露教師是否可經由省思改善自我價值觀，脫離技術性活動，擺脫受人安排應該教什麼？教誰的決定，回歸教學方法中應有的道德內涵。經由文獻分析後形成四個研究問題：一、教師面對低文化資本的勞工階級學童，因應的教學策略為何？二、教師教學策略與自我價值觀的關連性為何？三、教師教學策略與其文化批判能力的的關連性為何？四、教師教學策略的成效與自我價值觀省思的關連性為何？在研究結果發現上，經二十七次的半結構式訪談，顯示出：一、勞工階級學童學習型態上：勞工階級教養態度、學童學習型態兩極化，學習成果強調立即性、學習成就倚賴家長遠見。二、教室內師生的文化上：教師以自我能力本位的管理思維、行為主義的教學課程內容，進行教學工作，對於學習低成就學童採取興趣本位的分流思維。教室內呈現制式化規則的師生互動。三、教學工作屬性對價值觀的影響：保守的教師文化源自被動形成的教職選擇、結構化束縛的教學工作情境，地理因素、家庭因素、階級意識影響教師流動，教學工作形成個人價值觀，具體落實於教學策略上。四、教學效能的取向與省思上：教學上呈現工具理性的思維與效能取向，教學呈現個人意識的技術化作為，教師專業發展著重於教學效能，教師文化批判能力略有改善，但效果欠佳。教師對課程教材解讀呈現半吊子的課程觀，雖跨越文本的可能性低落、但部分學生自我意識覺醒，文化視野顯現增強。
This research aimed to explore the correlations between the school system and cultural reproduction. Analyzing school teachers’ dominance over students’ development triggered by the teachers’ class consciousness, work attributes, as well as curriculum-knowledge-structure-derived differentiation of inner value, the researcher narrowed down the focus to answering the question of whether or not teachers are capable of reshaping their inner value system through reflection, transcending the limits of instrumental reason and regaining a sound moral awareness in their teaching. Through documentary analysis, the research question was further divided into four parts:1. What are the teaching strategies when teachers are facing students from labor class families of poor cultural capital?2. What are the correlations between teachers’ teaching strategies and their inner value system?3. What are the correlations between teachers’ teaching strategies and their capacity for critical judgment in cultural context?4. What are the correlations between the efficacy of teachers’ teaching strategies and their reflections on their inner value system? The results of 27 semi-structured interview sessions revealed such findings as follows:1. Due to their parents’ extreme attitudes toward education, labor class students tended to have extreme learning styles, stressing prompt learning effect and relying solely on the parents’ vision.2. As for the classroom culture, teachers tended to take a self-centered stance in running their classroom managerial affairs, following a behaviorist approach when teaching. Students with low academic achievements tended to be differentiated on the basis of their interests. Fossilized classroom regulations and teacher-student interactions were a typical classroom scene. 3. The conserved teacher culture originates from the passiveness in the teacher cultivation process and the structure-bounded working environment. Teacher mobility halts for geographical, familial, and class consciousness reasons. The teaching profession shapes teachers’ inner value system, which in turn forms teaching strategies. 4. Teachers presented an obvious tendency towards instrumental reason, putting tremendous emphasis on teaching techniques and efficacy. Teachers’ capacity for cultural critical judgment showed a slight improvement, but it did not amount to much. Teachers lacked a wholesome understanding of the curriculum, diminishing the possibility of rising beyond the text. However, some rare labor class students did prove to show a self awareness and thus an empowered cultural vision.
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建立日期: 2010
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1729
資源來源: NUTN IR

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澎湖縣國小教師的價值觀對學生文化再製影響之研究

王文瑞; Wang, Wen-jui 姜添輝; Tien-Hui Chiang; 教育學系課程與教學澎湖碩士班 2010

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