慈輝學校學生學校經驗之敘說研究

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Title:	慈輝學校學生學校經驗之敘說研究
Other Titles:	A Narrative Research on Tzi-Huei Students' School Experiences
Authors:	陳紫庭 CHEN, TZU-TING
Contributors:	陳世佳 CHEN, SHR-JYA 教育研究所在職專班
Keywords:	慈輝學校;學校經驗;中介教育措施 Tzi-Huei School;school experience;alternative education
Date:	2016
Issue Date:	2017-07-17T03:30:29Z (UTC)
Abstract:	本研究旨在探討一所慈輝學校學生的學校經驗。研究參與者為四位從慈輝學校畢業的學生。本研究採用Lieblich、Tuval-Mashiach與Zilber的敘說分析為研究方法，並以「整體-內容」與「類別-內容」兩種模式進行分析，透過個別分析、跨個案分析與討論的方式，來詮釋研究參與者所知覺的學校經驗內涵及其影響。研究先以四位研究參與者的故事敘說了解個別的成長經驗與背景因素，以及他們在進入慈輝學校後所知覺的住宿生活經驗、學習經驗、人際互動經驗；再進行跨個案的分析討論，探究學校經驗對研究參與者所產生的意義與影響，並從中歸納出以下結論：一、學生能逐漸適應團體紀律，從住校生活中學習獨立與自理。二、多元適性的學習課程有利於學生發展個別潛能，並建立自信以提高自我概念。三、教師的關懷與正向期望對慈輝學校學生有關鍵性的影響。四、獲取同儕的認同接納與同理支持，有助於慈輝學校學生的學習成長。五、慈輝學校輔助弱勢家庭子女就學與替補失能家庭的教養功能，能有效穩定學生就學並減少輟學問題。最後，研究者針對教師或相關教育工作者、慈輝教育實施措施，以及未來研究方向提出建議，以期能提供慈輝教育參考。 The present study aimed to investigate the school life Tzi-Huei students had experienced. The participants of the study were four Tzi-Huei School alumni. In this study, narrative inquiry developed by Lieblich, Tuval-Mashiach, and Zilber was adopted. Both holistic-content analysis and categorical-content analysis were chosen. By means of individual case study, cross-case analysis, and systematic examination of data, interpretation of the school experience the participants had perceived and its subsequent influence was produced.First, through the narration of the four participants, their life experience and backgrounds were learned. So were the boarding school life, the learning experience, and the interpersonal relations the participants had perceived after they entered Tzi-Huei School. Then, through cross-case analysis, what the school experience had meant to the participants and the influence the school experience had had on the participants were explored. The following conclusions were generated:1) Students should be able to gradually adapt themselves to discipline, learning to be independent and take care of themselves during the boarding school years.2) A curriculum designed to meet the needs of a variety of students should help develop potential, build confidence, and therefore increase self-esteem.3) The affection and positive expectation of teachers toward their students should have a critical impact on students of Tzi-Huei.4) Students of Tzi-Huei should benefit, in terms of learning and growth, by the peer students’ recognition and acceptance, as well as their sympathy and support. 5) Tzi-Huei School should aid children from vulnerable households in schooling and fill an upbringing vacancy of dysfunctional families, effectively fostering steady attendance at school and reducing the dropout rate.Last but not least, for reference by Tzi-Huei School, the researcher made suggestions to teachers and educators involved concerning the practice of Tzi-Huei School and indicated directions for future research.
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