國民小學實施第三學期課程之個案學校經驗分享   免費試閱

A Case Experience of a Primary School Implementing the Third School Term

筆者在原住民地區學校服務期間，察覺學校教育受漢文化主流思想所宰制，課程安排也受九年一貫課程綱要的規範，除了本土語外，並無專屬民族教育的課程規劃。學校推展民族教育方式，往往靠有民族自覺意識的教育人員推動，而方法則常常採用發展在地課程，或融入其他領域的方式來進行。於是，筆者構思利用寒暑假期間，在體制內課綱外開辦「第三學期」課程，可以不受上述限制之規範。並依「暑期學習落差」研究結果安排數學補救教學課程，同時也提供參加學生餐食，以達成「弱勢學童照護」的政策目的。 實施計畫在分別獲得社會資源贊助及上級機關補助款後，於100年及101年暑假期間各開辦了「第三學期」課程。筆者近日見到原民會設置「第三學期」制民族學校招收國、高中原住民學生的報導後，特撰文分享此一實施經驗，並呼籲若要弭平暑期學習落差，同時達成弱勢學童照護的政策目的，還是應從小學就開始。最後，建議政府可以積極媒合具有社會責任意識的企業，贊助經費給有意開辦「第三學期」的學校，優先照顧弱勢，使最小利益者最大化，讓學校也能善盡社會責任，符合正義的第二原則，也應是大有為政府之政策目標。

School education is dominated by Chinese traditional culture in Taiwan and is regulated by national nine-year curriculum. There is not the curriculum of ethnic education, besides of the local language. Schools implement the ethnic education by educators with ethnic conscious. The methods are developing of local curriculum or integrating into the other learning domains. According to findings of the summer learning loss researches and the policy of the caring of low social economic background children, implementing the third school term in summer vacation with the ethnic education and the remedy instruction can break away those limitations described above and can eliminate the summer learning loss. Supplying low social economic background children in the third school term with meal can also solve the problem of food supply non-continuously in low SES family in summer. The implementing plan was donated by social resource sponsorship and accessed grants of superior authorities. According to the experience of implementing in 2011 and 2012, Suggestions were made that the beginning of implementation should be from primary schools in order to eliminate the summer learning loss and to achieve the policy objective of the caring of vulnerable children, and that the government could play a mediator to mediate entrepreneur with social responsibility conscious to donate schools with money, which want to implement the third school term in the aboriginal area. Take care of the vulnerable, maximize the minimum stakeholders, is the second principle of the theory of justice. Let schools do school social responsibility. It is great for the government’s policy objectives.