多元面向學習表現的族群落差─早期教育經驗的重要性   免費試閱

Gaps in Ethnic Multifaceted Learning Achievements–The Importance of Early Education Experiences

過去許多研究發現原住民與新住民家庭的學生在學習表現上並不如漢人家庭的學生亮眼，其中可能是因為這些少數族群學生在早期已有較不利的教育經驗，並呈現發展落後之現象。不過也有不少人認為少數族群學生可能在其他面向的表現上未必居於劣勢，例如，在體育或才藝表現上反而占有優勢，但是否真的如此？目前還沒有多少研究可以解答這個問題。基於此，本研究於2013年以問卷方式共蒐集了889位全臺灣國小五年級學生與家長資料，並採用結構方程模式，探究學生多元面向的學習表現是否有族群差異，同時進一步對其影響機制做更深入的探討。本研究結果為：一、原住民家庭與新住民家庭明顯在多元面向的學習表現上均不如漢人家庭的學生，而不僅限於學業成績。二、早期教育經驗的確會對學生學習表現具有顯著的正面影響。三、原住民家庭與新住民家庭的學生的確會因早期教育經驗的劣勢，使其進入小學前的認知能力與社會技能發展明顯較差，而不利其日後的教育期望，並在多元面向的學習表現上，均有明顯的落後現象。

Many past studies have discovered learning achievements and performances of indigenous students and children of new immigrants in Taiwan to be significantly lower than those of native Han Chinese students. The reason may be that early education experiences of students from minority groups are less enriching or under-resourced compared to those found in the school environments of local Chinese students. However, previous studies suggest that performances of students of minority or indigeneous groups in non-academic subjects may not necessarily be inferior. For example, performance levels in sports or artistic talents of these students may actually be better than those of Chinese students However, there remains a lack of sufficient research investigating whether this assumption is true or not. As a result, in 2013, this study used a questionnaire survey to collect data from 889 5th graders and their parents in Taiwan. This study employed a structural equation model to investigate whether or not a gap in students’ multifaceted learning performance between the groups of students existed and to further investigate any other influences. The research results showed: a) the multifaceted learning performance, which is not limited to academic performance, of students from indigenous and new immigrant families is significantly poorer compared to those of Chinese families, b) early educational experiences have a positive influence on students’ learning performances, c) the less enriching or under-resourced early educational experiences of students from indigenous or immigrant families can lead to underdeveloped cognitive and social skills compared to their peers, and thereby affect future educational expectations and results of these students. Moreover, this inequality of early educational experiences between groups of students causes significant differences in multifaceted learning performances.