接受中介教育之中輟少年的學習經驗之研究--以新北市某國中資源式中途班為例

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Title:	接受中介教育之中輟少年的學習經驗之研究--以新北市某國中資源式中途班為例 A Study of the Learning Experience of Dropout Youth After Receiving Intermediate Education – An Example of Alternative Class in a Junior High School in New Taipei City
Authors:	洪媺玲 Hung, Mei-Ling
Contributors:	社會福利學系
Keywords:	中輟少年中介教育資源式中途班學習經驗自尊感 Dropout Youth Intermediate Education Alternative School Learning Experience Self-Esteem
Date:	2014-06
Issue Date:	2014-09-04 09:57:42 (UTC+8)
Abstract:	政府推展中輟學生的「多元中介教育」，主要是提供中輟少年復學後的學習環境調整，以期能在主流教育體制下，建立更為適合中輟學生的教育方案，有效追蹤、安置與輔導中輟學生復學，維護中輟少年的學習權，讓中輟少年的受教權得以受到重視。本研究的主要研究目的，探討中輟少年接受中介教育的學習經驗，以期作為後續辦理中介教育方案的參考。本研究的設計，是以新北市轄內辦理資源式中途班之一所國中為例，招募十位畢業生，曾於九十四至九十九學年度期間，就讀資源式中途班之中輟少年，並接受二學期以上完整之課程者為研究對象；另外，訪談行政老師及授課老師各一位，作為學生學習經驗的三角驗證。且本研究資料蒐集方法主要以深度訪談方式進行。研究結果分三部分：一為以中輟少年眼中的資源式中途班，瞭解資源式中途班在作法上，以規劃適性的學習環境及重建人際互動的正向經驗，來協助中輟少年；二為中輟少年於資源式中途班的學習經驗，改變的面向顯示出中輟少年對資源式中途班的環境與規範的接納度提高、改善人際互動關係、重拾課業的學習態度及能力的培養等。三為依據Borba（1989）所提出「自尊五感」為理論架構，將中輟少年在資源式中途班的學習經驗，歸納出符合自尊五感之經驗指標，觀察到中輟少年學習經驗中之自尊感提升情形，表現在各指標上時，呈現出個別差異，但十位受訪者在接受中介教育後之自尊感，確實有明顯改變提升的部分，顯示出中介教育，有助於中輟少年在自尊感的發展。 The government promoted intermediate education for dropout youth to provide an adjusted learning environment to guarantee their right to education. Through effective trace, installment and counseling service, the dropout could survive in the mainstream educational system. The purpose of this research was to explore the learning experience of dropout youth after receiving intermediate education. The result of this research could provide references for future improvements in the field of intermediate education. The study was conducted by evaluating 10 dropouts who had attended alternative classes for at least two semesters from 94th to 99th academic year at a junior high school in New Taipei City. Triangulation was conducted by interviewing an executive and a teacher. Data-collection of the study was mainly from in-depth interview. The results of the study were concluded into three parts. First, alternative classes not only provided an adaptive learning environment for dropout youth but also helped improve their interpersonal relationship. Second, dropout youth adjusted to the learning environment of the classes, where they obeyed class rules, improved their interaction with others, changed their attitude toward learning, got better control over their emotions, and also developed abilities to tell right from wrong and to deal with tough situations. Third, the five building blocks of self-esteem of the ten subjects were enhanced, with individual differences though, which showed intermediate education were of great help for dropout youth to build up their self-esteem.
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