台灣在家自學生回歸至公立學校之學習經驗

截至至今，在台灣教育領域仍未有探討在家自學生回歸公立學校之相關研究。

... 到之議題、學生在家自學之背景與其學習狀況，最終將探究公立學校中是否有合適的輔助課程 ... 資料載入處理中... 跳到主要內容 臺灣博碩士論文加值系統 ::: 網站導覽| 首頁| 關於本站| 聯絡我們| 國圖首頁| 常見問題| 操作說明 English |FB專頁 |Mobile 免費會員 登入| 註冊 功能切換導覽列 (178.128.221.219)您好！臺灣時間：2022/08/1922:28 字體大小：       ::: 詳目顯示 recordfocus 第1筆/ 共1筆  /1頁 論文基本資料 摘要 外文摘要 目次 參考文獻 紙本論文 QRCode 本論文永久網址: 複製永久網址Twitter研究生:周韻薇研究生(外文):Yun-WeiChou論文名稱:台灣在家自學生回歸至公立學校之學習經驗論文名稱(外文):BacktoSchool:TaiwaneseHomeschoolers’TransitionalExperiencebetweenHomeandPublicSchool指導教授:陳思諭指導教授(外文):Szu-YuChen學位類別:碩士校院名稱:中原大學系所名稱:應用外國語文研究所學門:人文學門學類:外國語文學類論文種類:學術論文論文出版年:2018畢業學年度:106語文別:英文論文頁數:110中文關鍵詞:在家自學、轉銜、實驗教育、自主學習外文關鍵詞:homeschooling、transition、experimentaleducation、self-learning相關次數: 被引用:0點閱:393評分:下載:0書目收藏:0 隨著教育法規的鬆綁，台灣的在家自學生的人數也隨之增加；然而也有另一部分的在家教育家庭，讓其家中的在家自學生返回至公立學校就讀。

截至至今，在台灣教育領域仍未有探討在家自學生回歸公立學校之相關研究。

此研究目的為探討在家自學生返回公立學校就讀之原因、學生在轉銜過程中所遇到之議題、學生在家自學之背景與其學習狀況，最終將探究公立學校中是否有合適的輔助課程來確保來自在家自學生能有效適應公立學校的環境。

為了能從不同角度來了解在家自學生回歸至公立學校之經驗，此研究藉由訪談七位學生、三位家長與三位公立學校老師來從三方面切入探究。

研究結果顯示，大多數在家自學生返回公立學校就讀之原因為課業因素。

在轉銜的過程中，學生遇到的議題有:適應學校與家裡的不同學習模式、人際關係問題和學習與不同價值觀的同學相處。

所有在家自學生在經歷了轉銜三階段:新鮮期、觀察期、融入期後，最終皆開始適應在公立學校中的新生活。

訪談結果指出，在家自學生的轉銜經驗大致上皆與Tinto的理論相符，僅有些微的差異。

在家自學生適應公立學校新生活的過程中，老師們雖然都給予了許多的協助，但大多數公立學校中皆沒有任何能協助在家自學生的轉銜課程。

此研究期望能讓未來想要從事在家教育的家庭，能對於轉銜至公立學校的過程有更深入的認識。

ThehomeschoolingpopulationinTaiwanhassteadilyincreasedsincetherelaxationofTaiwaneseeducationlaws.Amorerecentphenomenonisthatthenumberoffamiliessendingtheirhomeschooledchildrenbacktopublicschoolshasalsoincreased.Uptothispoint,therehasbeennorelevantresearchdoneonthisphenomenonbythoseintheTaiwaneducationalfield.Thisstudyisintendedtoinvestigatethefactorsthatinfluencestudents’transitions,theissuesthatstudentsencounterastheytransition,thestudents’backgroundsandtheireducationallevels,andthentoexamineifthereareanyprogramsinpublicschoolstoensurethatthesestudentsaresuccessfulintheirtransitions.Tobetterunderstandhomeschoolingstudents''transitionalexperiencesfromdifferentperspectives,sevenstudents,threeparents,andthreepublicschoolteacherswereinterviewed.Thefindingsshowedthatmoststudentswenttoorreturnedtopublicschoolforacademicreasons.Duringtheirtransitions,studentsexperiencedtransitionalissuesinareassuchasdifferentlearningstyles,interpersonalrelationships,andmeetingotherswithdifferentvalues.Allhomeschoolingstudentseventuallyadaptedtopublicschoollifeexperiencingthreestagesoftransition:novelty,observation,andincorporation.TheirexperiencescorrespondedwithTinto''s(1993)theoryofstudentdeparturewithslightdifferences.Finally,thoughpublicschoolteacherstriedtoassiststudentsduringtheirtransitions,nospecialprogramsexistinpublicschoolstofacilitatestudents''transitions.Forfamilieswhowouldliketohomeschooltheirchildrenandteachersdealingwithstudentswithhomeschoolingbackgrounds,thisstudyestablishesabetterunderstandingofTaiwanesehomeschoolers''experienceswhiletransitioningtopublicschool. 摘要IAbstractIIAcknowledgementsIIITableofContentsIVListofFiguresVIIListofTablesVIIICHAPTER1INTRODUCTION11.1PurposeoftheStudy11.2ResearchBackgroundandMotivation21.3DefinitionofKeyTerms41.4SignificanceoftheStudy5CHAPTER2LITERATUREREVIEW72.1Overview72.2HomeschoolingSituation72.2.1AnOverviewoftheResearchonHomeschooling72.2.2HistoryandOverviewofHomeschoolinginTaiwan142.2.3Three-TypeActsofExperimentalEducationandHomeschooling162.3WhyParentsReturnTheirChildrentoaPublicSchool182.3.1Socialization192.3.2HomeschoolingOptionsforSecondarySchoolSubjects212.3.3FamilyPressures222.3.4The“BestInterest”oftheStudent232.3.5TheInfluenceofcredentialism232.4Students’TransitiontoPublicSchools242.4.1TransitioningtoPublicSchools252.4.2RelationshipbetweenPublicSchoolsandHomeschools262.4.3ChallengesforStudentsduringTransition262.4.4FacilitatingStudents’Transition27CHAPTER3METHODOLOGY293.1Overview293.2ResearchQuestions293.3ResearchDesign293.4ResearchInstruments313.4.1QualitativeInterviewasanInstrument313.4.2ResearcherasanInstrument323.5Participants323.5.1Students333.5.2Parents363.5.3SchoolTeachers383.6DataCollectionandAnalysis393.6.1SettingandDataSources393.6.2DataCollectionProcedure393.6.3DataAnalysis41CHAPTER4RESULTS&DISCUSSION434.1FindingsfromHomeschoolFamilies444.1.1Reasonsbehindchoosingtotransitionstudents’topublicschool444.1.2Theprocessofenrollingstudentsinthepublicschool504.1.3Mentalstageswhenadjustingtothenewenvironment534.1.4Students’homeschoolingbackgroundsandtheirlearningprocesses584.1.5Issuesthataroseduringtheprocessoftransition654.1.6SpecialProgramsAvailabletoAssistStudents’Transition744.2FindingsfromSchoolTeachers764.2.1Teachers’PerceptionsofStudents’Transitions764.2.3Meetingtheneedsofhomeschoolingstudents80CHAPTER5CONCLUSION815.1Discussion815.2MajorFindings815.2.1Whydoparentssendtheirchildrenintothepublicschoolsettingafteraperiodofhomeschooling?Whatfactorscontributetothisdecisiontotransition,pedagogical,ideological,orother?825.2.2WhattransitionalissuesdidhomeschooledstudentsinTaiwanencounterinadjustingtotraditionalschoollife?835.2.3Howdostudents’homeschoolingbackgroundsprepare/influencetheirtransitiontothenewenvironment?855.2.4Arethereanyexistingprogramsorpracticesinpublicschoolstoensurehomeschooler’ssmoothtransition?875.3Limitations885.4Conclusion895.5Implications89References91參考文獻96AppendixA97AppendixB99AppendixC101AppendixD102ListofFiguresFigure1.SummaryofStudentsatNon-SchoolModeofExperimentalEducationinTaiwan15Figure2.Participants33Figure3.Datacollectingprocedure.39Figure4.Threementalstagesduringstudents’transition54ListofTablesTable1.Dataonhomeschooledstudents34Table2.Dataonhomeschoolparents37Table3.Informationofpublicschoolteachersandadministrators38Table4.Mainreasonsfortransitioningtopublicschool45 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