一所特偏迷你小學實施文化回應教學現況之研究

Implementing Culturally Responsive Teaching in a Special Remote School

本研究探究高雄市一所特偏迷你小學實施文化回應教學所面臨之問題及解決之道，以及特偏地區學校經營應有的危機即轉機思維。研究場域為高雄市一所特偏地區的來來國小，研究對象以學校教職員工、學生及家長等。蒐集資料方面以學校行政人員、教師、學生等訪談、研究者省思及活動資料呈現等，藉由多元資料來源、對象，來進行三角檢測，以提高效度與信度。研究結果顯示：（一）教學方面：1.教師的關懷的力量勝過專業知識的傳授；2.設計與在地文化融合的文化回應教學課程；3.藉由文化回應教學來深耕尊重包容的多元文化觀點；4.建立教學是一種有效教學，差異化教學的思維。（二）教師方面：1.特偏地區路途遙遠、交通不便、導致教師任教意願不高；2.特偏地區學校宿舍優質化是吸引教師任教的有利因素；3.特偏地區因為交通舟車往返時間長，造成教師參加研習意願降低。（三）家長方面：1.家長社經地位不高，家庭教育不彰，較無心學童教育；2.家長忙於生計問題，對於學校事務之參與度不高。

This purpose was to study the implementations， problems and solutions for culturally responsive teachings in a special remote school， and the necessary thinking of taking the crisis as turning points for operating special remote schools. The study field was a special remote school called as Lai-Lai elementary school in Kaohsiung city. The samples included the staffs， teachers， students and parents. The materials were collected by the interviews with staffs， teachers and students， researcher’s reflection and activity data presented， etc. Taking multi-data sources and objects to triangulation， in order to improve the validity and reliability. The results are as follows. 1. In teaching， teachers need to concern their students， integrate curriculums with local culture， respect the multicultural viewpoints， and establish the effective and differentiated teachings. 2. The teachers’ aspirations for teaching in remote area were low， but the good school dormitories can attract them. 3. Parents didn’t take more care over children educations and school affairs.