不只學做工—回應勞工階級文化之教學實踐

Abstract

教育社會學的研究指出，勞工階級文化和學校主流文化不連續是造成勞工階級學生學業成就低落的原因之一。緣此，本研究目的在應用文化回應教學的觀點和方法，善用階級文化作為知識的橋梁，以提升勞工階級學生的語文學習投入並開展階級視野。具體言之，本研究的目的在探討（一）勞工階級學生開展以及轉變階級意象的過程；（二）勞工階級學生的語文學習投入情形；（三）回應勞工階級文化的課程發展與教學轉化歷程。 本研究設計一套回應勞工階級文化的課程方案，包含「文化價值觀的引導」、「階級處境的介紹」、「文化經驗的回應」三個主題，共十個單元的內容。在台北縣一所國小六年級的班級實施，研究對象為班級中15名勞工階級的學生，並運用多元的教學方法，進行維期10週共20節課的教學。 本研究發現，文化回應課程方案減低學生對家長勞動工作的偏見，並且拉近勞工階級學生和非勞工階級學生的學習投入和學習成效差距。本課程方案的特色在於教師以勞工階級學生的文化經驗為中心，以非勸勉性、具衝突隱喻的故事或案例教材，加上影像和動態活動的教學方法，發展文化回應教學的課程。Some studies in the sociology of education field indicated that thediscontinuity between working-class culture and school mainstreamculture influenced working-class students’ academic performance. Thisstudy applied culturally responsive teaching to working-class students topromote their involvement in Chinese learning and to expand their viewsof social class. There are three purposes of this study. (1) To understandhow the working-class students change their image of social class. (2) Toinvestigate how the culturally responsive teaching program promotesworking-class students’ involvement in Chinese learning. (3) To explore the process of curriculum development and teaching transformation of the culturally responsive teaching program. This study designed a culturally responsive teaching program which integrated working-class culture into Chinese and applied diverseteaching strategies. This program included three major themes:culture value, working-class situation and culture experience. The curriculum was implemented in a sixth grade class of an elementary school in Taipei County for twenty teaching hours and focused on fifteen working-class students’ learning performance and experience. This study shows that culturally responsive teaching program reduces the students’ prejudice to the labor. It also indicates that the program narrows the gap in the achievement of Chinese learning between working-class students and middle class students. The features of this curriculum program include: focusing on the culture experience of working-class students, adopting non-advisory, conflict stories and cases as material, and applying images and activities teaching methods.