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[[alternative]]"Student Adaptation to Teacher Instruction in Junior High Schools of Indigenous Communities in Taiwan

By [[author]]林華中, haw chung [[author]]Lin, 林華中 and haw chung Lin

Abstract

[[abstract]]Abstract The title of this research is "Student Adaptation to Teacher Instruction in Junior High Schools of Indigenous Communities in Taiwan." The objectives of this research were to (1) understand the level of learning adaptation among junior high students of varying backgrounds in indigenous communities (2) analyze the correlation between instruction from junior high teachers in indigenous communities and how well students adapted to the learning environment (3) analyze if the instructional behavior of teachers in indigenous communities can be used to predict how well junior high students in indigenous communities adapt to the learning environment (4) summarize research results and give suggestions accordingly, to be a reference to teachers and schools in indigenous communities for resolving related problems. This research was conducted through a questionnaire survey. The survey was designed after analyzing existing literature and then constructing the hypothesis. The questionnaire was titled "Adaptation of indigenous community junior high students to instructional techniques of teachers." The questionnaire includes: basic information and adaptation to instruction techniques chart (divided into the teacher's instructional techniques chart and the student adaptation chart); both to be used for the investigation and research. This research was conducted in the form of a questionnaire survey, where the research subjects were 696 current junior high students of indigenous communities within Taoyun, Hsinchu, and Miaoli counties. After the questionnaires were distributed by the researcher, a total of 559 students participated in the survey. After a preliminary questionnaire was completed by 90 indigenous students in Chienshih Junior High in Hsinchu, item analysis, factors analysis, and internal consistency tests were begun. The formal analysis part of this research used these statistical analysis methods: descriptive statistical analysis, T test, one-way analysis of variance, product-moment correlation test, stepwise simple regression analysis. The results are as follows: (1) Significant differences between the levels of learning adaptation for indigenous junior high students of different genders. (2) No significant differences between the levels of learning adaptation for indigenous junior high students of different grades levels. (3) No significant differences between the levels of learning adaptation for indigenous junior high students from families of different social or financial status. (4) Significant differences between the levels of learning adaptation for indigenous junior high students of different family structures. (5) No significant differences between the levels of learning adaptation for indigenous junior high students from families of different religious faiths. (6) The instructional techniques of teachers significantly correlated to the learning adaptation of students in indigenous communities. (7) The instructional techniques of teachers were predictive of the level of learning adaptation for indigenous students. From findings of this research, the following suggestions are proposed: 1. Suggestions for administration entities in education (1) Proactively realize the protection and support for indigenous peoples guaranteed by the Constitution. (2) Refine project objectives for priority education areas. (3) Strengthen intercultural education; build a harmonious multicultural society. 2. Suggestions for school administration (1) Simplify administrative processes; build a humanistic learning environment. (2) Realize the integration of education, discipline, and counseling; and comprehensively elevate the counseling and disciplining competence of teachers. (3) Strengthen teachers' understanding of the unique cultural backgrounds of indigenous people. (4) Strengthen cooperation with the community to provide societal support. 3. Suggestions for teachers in indigenous communities (1) Improve humanistic refinement. (2) Lead in the process of democratization. (3) Share more life experiences with students. (4) Always be attentive for maintaining good student-teacher interactions. 4. Suggestions for parents of indigenous students (1) Correct bad habits; put more emphasis on family life. (2) Invest more money, time, and effort on the upbringing of children. (3) Parents should proactively be involved with education in school. 5. Suggestions for further research (1) For research subjects: broaden the pool of research subjects. (2) For research methods: include individual interviews, and observation of teachers and peers. (3) For research variables: increase the number of research variables related to different aspects of the schools. (4) For research topics: include action research. Keywords: indigenous people, Atayal, indigenous community junior high, discipline, learning adaptation

Topics: 原住民族, 泰雅族, 原住民族國中學校, 管教行為, 學習適應, indigenous people, Atayal, indigenous community junior high, discipline, learning adaptation, [[classification]]86
Year: 2010
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/8976
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