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題名：澎湖縣國中小教育實務與困境之研究
作者：葉天賞
校院名稱：高雄師範大學
系所名稱：教育學系
指導教授：邱兆偉
學位類別：博士
出版日期：2014
主題關鍵詞：後現代思潮；澎湖縣
原始連結：連回原系統網址new window
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論文摘要內容：
本研究旨在以後現代思潮的觀點論述探討澎湖縣國中小教育實務與困境之現況，主要的研究目的為：以質化研究了解不同教育人員知覺後現代思潮特徵在學校教育的現況、澎湖一、二及三級離島學校教育的實際情形。另又以量化研究了解澎湖縣國民中小學教育人員知覺「後現代思潮特徵」、「學校教育」的實際情形，及「後現代思潮特徵」，與其「學校教育」的相關與預測情形。
本研究結果發現：
壹、澎湖縣國民中小學不同教育人員知覺後現代思潮特徵在學校教育的現況
一、校長、主任或組長及教師或導師等教育人員認為「個別差異化」的理念逐漸受到重視。唯主管機關框架多，有礙學校發揮空間。發揮「弱勢正義化」的精神，以兼顧不同族群權益。
二、大學及研究所學歷之教育人員都認為運用「個別差異化」的精神，傾聽心聲，集思廣益，讓成員有機會參與校務的推動。統一教材及傳統評量方式，不易激發學生潛能。
貳、澎湖一與二、三級離島學校教育的實際情形
一、一級離島大型學校在師資上占優勢，尤其是藝文素質整齊，學校可藉由師資安排多元課程。而一級離島的小型學校為了生存同樣需要發展特色，以避免遭到裁併，唯師資編制不齊全，發展有其限制性。
二、離島資源有限，有時教師出差旅費需自負。弱勢家庭及學生多，藉由課業輔導以提升學生的能力。因藝術與英語文師資缺乏，在藝術與英語文的表現相對弱勢。
參、運用量化調查不同教育人員，所知覺「後現代思潮特徵」、「學校教育」的實際情形
一、教育人員知覺「後現代思潮特徵」之層面，以「個別差異化」、「多元去中心」為主，其次為「解構去共識」與「弱勢正義化」。
二、教育人員知覺「學校行政」之層面，以「行政運作」、「校務計畫」為主，其次為「資源服務」。
三、教育人員知覺「課程教學」之層面，以「生活學習」與「課程學習」為主，其次為「教學教材」。
四、「後現代思潮特徵」與「學校行政」具有顯著的正相關。
五、「後現代思潮特徵」與「課程教學」具有顯著的正相關。
根據研究目結果發現，本研究對教師、國民中小學、教育行政單位、大學院校及未來相關研究等方面，提供相關之建議以之參考。
壹、對教師的建議
一、教師除了重視「生活學習」與「課程學習」之外，亦應提升「教學教材」的能力。
二、二三級離島學校應鼓勵教師參與非專長領域進修課程之研習。
三、教師應善用「弱勢正義化」的理念。
貳、對國民中小學的建議
一、學校教育應兼顧「個別差異化」、「多元去中心」、「弱勢正義化」及「解構去共識」的理念。
二、一級離島大型學校在師資上占優勢，可以認養小校。
三、小型學校應朝向校際合作或區域合作。
四、學校應提供各項資源補助，增加二、三級離島學校文化刺激。
五、學校應運用相關扶弱措施。
六、學校除了以「個別差異化」、「多元去中心」為主之外，尚須兼顧「弱勢正義化」與「解構去共識」的理念。
七、學校除了重視「行政運作」、「校務計畫」之外，亦應兼顧「資源服務」的努力。
八、學校應善用「弱勢正義化」的理念，以落實關懷弱勢者之目標
參、對教育行政單位的建議
一、讓學校做多元本位的發展
二、遴聘具英文及藝能科專長者，以外加的編制分派至偏鄉支援教學。
三、以區域整合師資，提升教學品質。
四、增加國中三班學校、國小六班學校教師員額1-2名。
肆、對大學院校的建議
請大學院校運用資源協助偏鄉國中小師資在職進修，針對國中小短缺之師資，開設第二專長學分進修課程，以利教師成長增能。
Abstract
The purpose of this study is to discuss the current situation and difficulties of Penghu junior and elementary schools with postmodern perspectives. The main purposes of this study are to use qualitative study to understand how different educational workers aware of postmodern trends realized in current school education and the actual situations among first, second and third grades of Penghu distant-island school education. Furthermore, the researcher used the quantitative study to understand the perception of Penghu junior and elementary school educational workers between the “characteristics of postmodern trend” and “school education” and the relevance and prediction between the “characteristics of postmodern trend” and “school education”. The major findings are as follows.
1. The actual situation on different educational workers being aware of postmodern trends realized in the actual situation of school education
a. The concept of “individual difference” is emphasized among principals, directors and homeroom teachers. The remedy used during teaching is “teaching based on students’ abilities” but when not all students could be taken care of, teachers would design teaching materials on their own in order to meet different needs. Adopting the “multielement and decentralized concept” school education is allows to be more vivid with multiple choices. However, the administrations set the frames and limit the development of schools.
b. Both college and graduate school educational workers with college and graduate college consider adopting the spirit of “individual differences” The concept of “multielement” is promoted in the form of social groups and the effect is presented in the form of “bottom-up” fermentation. Unified learning materials and traditional assessment do no good to stimulate students’ potentials.
2. The actual situation among first, second and third grades of Penghu distant-island school education
a. Teachers of first-grade distant island schools have the advantage on equal quality of art and humanity. Schools of bigger size adopt group work and cooperative learning for it promotes the interaction among peers. As for the smaller size of distant island schools, with limited number and specialty of teachers, the development is somehow limited.
b. The resources are limited in the distant islands and For the number of students in one class is small, But it. Also, students’ performance of art and English are relatively bad based on the lack of the qualified teachers. However, another advantage of distant island schools is that they are equipped with enough equipments.
3. The use of the quantitative study to understand the perception of Penghu junior and elementary school educational workers between the “characteristics of postmodern trend” and “school education”
a. Based on the how educational workers perceive “postmodern trend characteristics,” the main concepts are “individual differences” and “decentralized multielement, ” while the “deconstructed common sense” and “justifice for the disadvantaged groups” are the secondary.
b. Based on the how educational workers perceive “school administrations,” the main concepts are “the work of administrations” and “plans for school affairs, ” while the “resource service” is the secondary.
c. Based on the how educational workers perceive “curriculum teaching,” the main concepts are “daily learning” and “curriculum learning, ” while the “teaching materials” is the secondary.
d. There is a positive correlation between “postmodern trend characteristics” and “school administrations.”
e. There is a positive correlation between “postmodern trend characteristics” and “curriculum teaching.”
Based on the major findings at stated above, suggestions to teachers, junior and elementary school administrations, universities and colleges and future studies are as follows.
1. Suggestions for teachers
a. teachers should not only emphasize “daily learning” and “curriculum learning” but also promote the ability of designing “teaching materials.”
b. Schools of second and third grade distant island schools should encourage teachers to participate in non-specialty courses.
c. Teachers should use the concept of “justify the disadvantaged”.
2. Suggestions for junior and elementary schools
a. School education should consider “individual difference,” “decentralized multielement” and “deconstructed common sense”.
b. First-grade distant island school can adopt schools of smaller size for they are equipped with more qualified teachers.
c. Schools of smaller size should work on cooperation between schools and districts.
d. Schools should provide the supplement of resources in order to add more cultural stimulations.
e. Schools should use relevant helping devices to care for the rights of the disadvantaged.
f. Schools should not only focus on “individual differences” and “decentralized multielement” but also care for the ‘justifice for the disadvantaged” and “deconstructed common sense”.
g. schools should emphasize not only the “administrative work” and “school affair plan” but also the “resource service.”
h. Schools should make good use of the concept of “justified disadvantaged” in order to take good care of the disadvantaged.
3. Suggestions for administrations
a. The power of administrations should be transferred for the development of school multielement.
b. Recruit more teachers with specialty of English and art and assign them to assist the teaching of distant islands in the form of add-on to the original formation.
c. In order to raise the teaching quality, teacher resources should be cooperated based on the entire districts.
d. In order to raise the teaching quality, add one or two teachers to junior high schools with three classes and elementary schools with six classes.
4. Suggestions for universities and colleges
Colleges should use resources to assist teachers from distant areas for further learning and courses should be focused on those specialties which are insufficient among schools. Courses which equip teachers with secondary specialty are beneficial for teachers’ teaching.
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