國中生學習者角色認同之研究：以台北市昇學國中為例

The Research on Learner Identity of Junior High School Students: An example of Taipei Promotion Municipal Junior High School

李逢堅(Feng-Chien Lee)；濮世緯(Shi-Wei Pu)

認同 ； 學習者角色認同 ； 國中生 ； identity ； learner identity ； junior high school students

教育科學期刊

13卷1期（2014 / 06 / 01）

1 - 24

繁體中文

本研究探究國中生的學習者角色認同，研究目的在探究學習者角色認同的形成特徵。研究對象為學業成就高低各異的學生32位，研究方法為訪談與觀察法，進行詮釋現象學分析。研究結果發現，學習者角色認同形成特徵為「選擇式映襯」，國中生從教師期望的實踐與否歷程中顯現自己實際的學習表現。此形成的特徵是以教師期望是參照基準，判斷自己表現是否相符，從參與學習的體驗中覺察自己的能力與意願，同時選擇式的詮釋自己的表現。

The research studies on junior high school student's learner identity in the context of competitive senior high school entrance system. The research purpose is the salience of learner identity formation. The research subjects are 32 students with various achievements. Research methods are interview and observation. Data are analyzed by interpretative phenomenological analysis. Research finds that the salience of learner identity formation is ＂selective reflection and against＂. Students emerge their learner identity by the practical process of implementing teachers' expectation or not. Students judge their performance on the basis of teachers' expectation. Their will and ability were strengthened by practical learning. But, students selectively interpret their performance.

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