臺灣教育的城鄉差距:偏鄉學校實徵研究的分析,ERICDATA高等教育知識庫
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篇名
臺灣教育的城鄉差距:偏鄉學校實徵研究的分析
並列篇名
Gap Between Urban and Rural Education in Taiwan: An Empirical Study on Remote Rural Schools
作者 何俊青
中文摘要
長久以來,由於受到地理位置的影響,偏鄉在教育的發展原本就不如其他地區,再加上居民普遍貧窮,以致偏鄉學生常又有學習動機弱、文化刺激不足等問題。不過,上述現象也可能是一般人的印象。本研究蒐集整理國內偏鄉學校相關實徵研究進行分析,以與一般人對偏鄉之印象進行對照與相互驗證,主要發現有「多數量化研究確實發現偏鄉學生各項表現皆弱」、「偏鄉比率與採用的分類標準有關」、「偏鄉學校的比率不低」、「偏鄉教師資淺、代理多且流動率高影響學生至鉅」、「偏鄉教師調動以家庭、工作壓力因素影響較大」、「偏鄉教師留任以學校環境因素影響較大」、「偏鄉教師有正向與負向的多元特質」、「偏鄉教師與校長常是初任且需面對一堆難題」、「偏鄉家長參與校務的能力弱」、「偏鄉學生經濟、社會、文化資本都不足」、「偏鄉原住民族人數多,文化差異問題更為複雜」,總結前述問題,建議未來應重視長期縱貫的研究,以「偏鄉」為主體去思考教育的未來,也應發展偏鄉學校為社區文化的中心。
英文摘要
For a long time, due to their geographical locations, the education in remote rural areas has been inferior to that in other areas. Moreover, residents are generally poor, and students in remote rural areas usually have weak learning motivations and lack cultural stimulation. However, the above phenomenon may also be the impression of ordinary people. In this study, papers on empirical studies of remote rural schools in Taiwan are collected and organized for analysis, so as to compare and verify the impression of ordinary people on remote rural areas. The main findings are: “most quantitative studies show that the performance of remote rural students is poor”, “the proportion of remote rural areas is related to the classification standards adopted”, “the proportion of remote rural schools is not low”, “remote rural teachers have less experience, teach many courses and have high turnover rates, which affects students greatly”, “the transfer of remote rural teachers is greatly affected by the factors such as family and work pressure”, “the retention of remote rural teachers is greatly affected by school environmental factors”, “remote rural teachers have multiple positive and negative characteristics”, “remote rural teachers and principals are often new to their positions and have to face a lot of problems”, “remote rural parents’ abilities to participate in school affairs are weak”, “remote rural students lack economic, social and cultural capital”, and “there are large number of aboriginal people in remote rural areas, and the cultural diversity is complex”. After summarizing the above findings, this paper suggests that long term longitudinal studies shall be paid attention to in the future, the future of education shall be considered with “remote rural areas” as the main body, and remote rural schools shall be developed to be the center of community culture.
起訖頁 004-020
關鍵詞 城鄉差距偏鄉學校實徵研究臺灣教育gap between urban and rural arearemote rural schoolsempirical studyeducation in Taiwan
刊名 教育研究月刊  
期數 202202 (334期)
出版單位 高等教育出版公司
DOI 10.53106/168063602022020334001  複製DOI
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