課後輔導教學的社會化之理解

Toward an Understanding of Socialization in the Teaching of After-School Programs

10.6429/FES.201212.0001

劉修豪(Hsiu-Hao Liu)；林意雪(Yih-Sheue Lin)

課後輔導 ； 社會化 ； 課堂社會學 ； 弱勢教育 ； After-School Programs ； Socialization ； Sociology of Classroom ； Disadvantaged Education

教育與社會研究

25期（2012 / 12 / 01）

1 - 31

繁體中文

課後輔導教學為了增進學習成效，過多的社會化訊息介入課堂當中，已間接干擾到教學的本質，使得弱勢學童淪為主流文化的規範中，未必對學習有利。本研究目的以課堂社會學的觀點，分析課輔教學實務，從中理解課輔教學的社會化現象如何再製主流規範，盼藉此找出這個文化再製場域中的運作元素。研究採以田野調查法，呈現29個班級，共58位課輔教師的教學現場。研究發現重視規範氛圍的儀式、獎懲主義與緊密的教學節奏、官僚實踐的師生互動及績效導向的制度等社會化現象充斥著課輔教學現場。研究結果綜合歸納：（1）課輔場域的社會化過程形成教師教學信念；（2）例行的課堂活動及刻意安排的學習環境構成某種文化的規範，成為社會控制的手段；（3）對於不同背景學童有著相同的期待，欠缺對弱勢學童文化特質的理解；（4）社會價值對弱勢學童未必有意義，需要更具說服力的理由讓學童理解課輔教學的意涵。

In recent years, many after-school programs endeavor to help disadvantaged children with their learning. Nonetheless, the more the socializations after-school programs involve, the higher the interventions they encounter. The after-school programs place these children within the mainstream culture. Such an outcome may not favor their learning. This paper attempts to toward an understanding of socialization in after-school programs, and further investigate those elements which reproduce mainstream culture. Ethnography method is adopted, and the site selected for this study is the after-school which has 29 classrooms and 58 teachers.. The major elements that we find are ritual, rewards-penalties, inseparable teaching tempo, bureaucratic practices and meritocracy. Our analysis suggests as follows: First, classrooms are filled with socialized messages, from which teachers shape their teaching beliefs. Secondly, routine learning activities establish certain cultural norms, then become means for social control. Thirdly, children with different backgrounds are given the same expectation, which indicates the lack of multicultural understanding. Finally, social values do not mean anything to those children, more convincing reasons are required for them to understand the meaning of after-school programs.

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