臺北縣國民小學補校新住民識字學習障礙及其影響因素之研究

淡江大學機構典藏 > 教育學院 > 教育政策與領導研究所 > 學位論文 > Item 987654321/31151

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题名:	臺北縣國民小學補校新住民識字學習障礙及其影響因素之研究
其它题名:	Barriers to literacy education for new immigrants in Taipei county: an analysis of factors affecting learning participation
作者:	江喬瑛;Chiang, Chiao-ying
贡献者:	淡江大學教育政策與領導研究所碩士在職專班吳明清;Wu, Ming-ching
关键词:	新住民;識字教育;學習障礙;immigrants;literacy education;barriers to learning participation
日期:	2007
上传时间:	2010-01-11 00:19:33 (UTC+8)
摘要:	全球化的潮流下，國際間的互動愈加頻繁，彼此間的命運緊緊相繫。在台灣，跨國婚姻的產生，已演變成一種常見的現象。隨之而來的，是跨國婚姻中的新住民適應台灣生活的相關問題，值得相關單位特別重視。尤其是教育方面，不管是新住民本身的再教育，亦或是新住民子女的教育，都值得探討。基於上述研究動機，本研究為探討台北縣國小補校新住民識字學習障礙及其影響因素，乃採問卷調查法進行研究，針對目前在台北縣國小補校就讀的 360 位新住民學員進行問卷調查，並訪談六位新住民學員及就讀11 所學校之補校行政人員與教師，蒐集實徵性資料。經分析調查及訪談資料，歸納研究結論如下：一、台北縣國小補校新住民在識字教育的學習現況尚佳。二、台北縣國小補校新住民學員因為語言文化背景不同而會有閱聽、理解、書寫、表達等障礙。其中以表達障礙的程度最高，閱聽障礙次之，理解障礙再次之，而書寫障礙最低。三、影響台北縣國小補校新住民參與識字教育學習障礙的最顯著因素是家庭因素，工作因素次之，心理因素再次之，而以同儕因素的影響最小。四、不同背景的台北縣國小補校新住民學員會有不同的學習障礙。五、台北縣國小補校新住民識字學習障礙的影響因素多元。根據上述結論，本研究對國民小學補校及教育行政機關辦理新住民識字教育提供改進建議。 This research intended to understand barriers to learning participation in literacy education for new immigrants in Taipei County. To collect empirical data, this research administered a questionnaire to 360 immigrant students who was learning in a literacy education class designed especially for new immigrants in elementary schools. Six students and administrative staffs and school teachers were also interviewed. Based on findings of data analysis, conclusions were as follows: 1. The status quo of learning participation in literacy education for new immigrants in Taipei County was going quite well. 2. For immigrants’ various language and culture backgrounds, reading, listening, comprehension, writing and communication impediments were existed among immigrants in Taipei County. Among the learning impediments above, communication was the greatest one to students, followed by reading, then by comprehension and writing. 3.The most prominent factor hindering immigrants to participate literacy program was factors related to family, then factors related to job, and psychological factors and peer effects followed as factors of the least effect. 4.Immigrants with different backgrounds showed different barriers to learning participation in literacy education. 5.Multiple factors affected immigrants’ learning participation in literacy education in 3 Taipei County. According to conclusions mentioned above, some suggestions and implications were provided for school administrative authority and elementary schoolteachers to improve literacy education for new immigrants.
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