碩士 / 國立新竹教育大學 / 社會學習領域教學碩士班 / 102 / The purpose of the study aims to explore the Chinese Learning motivation, the barriers of participation and solving strategies of the south-east Asian female immigrants at Highland elementary school in Hsin-Chui county.In order to reach the study purposes, the study based on the qualitative approach, and the data are mainly collected by participant observation and in-depth interview with fourteen interviewees, including twelve south-east Asian female immigrants, one administrator and a male teacher.
The motivations of female immigrants and the participation of barriers are as follows :
1. The learning motivation of the female immigrants are seeking personal needs in daily life, expanding the social networks, exchanging spiritual and pursuiting self- realization.
2. The longer the female immigrants come to Taiwan more than 15 years, they turn to pursuit the power of mind because of their frustration in life They want to read the text on the Buddish scriptures and pursuit the peaceful soul in literacy learning.
3. The self-directed learning of female immigrants divides into six types; visual, auditory, tactile, kinesthetic, group, and individual type, their preferences are different. The most type which they use is the visual .
4. The participant barriers of the female immigrants are as follows: personal levels include physical and mental problems, verbal communication and writing problems, negative learning experiences, and traffic problems.The family levesl include marriage matchmaking mode, family’s support, age gap between the couples, working factors. The teaching levels include contents and progress of textbook and phonetic symbols learning difficulties, ethnic differences, mixed class teaching and teacher’s sex problem.
5. The solutions of individual level are trying to adjust physical conditions, repeat reading and strengthen memory with special ways, reducing physical nervous they asking their family and colleagues for help to reduce physical load. The psychological strategies are familiar with curriculum model to reduce anxiety, fear of getting along with peers or with negative attitude by ignoring the tease. The self-learning motivations are from the encouragement of classmates and teachers.
6. The solutions of household level are seeking husband，family and relatives’ support , and the teacher are tring to communicate with their family .
7. The solutions of teaching level are not careing teacher’s gender, self-regulated learning content, getting along with peers with empathy, respecting elders in the mixed class , marking phonetic symbols to help memory with mother language in class, learning model with self interest.
8. The solutions of school level are using multiple admissions policies, adjusting the height of desks and chairs, strengthening campus lighting and, setting up the diverse classrooms, recruiting volunteers, adjusting teachers' hourly fees and reduceing classes for attracting teacher, saving funding and distributing properly, setting up full-time administrative staffs to help teaching, broaden the qualifications of teachers, academic certifications and complemented by relaxing the Chinese proficiency Test, reducing the number of school days and continuing to the program with the same location .
Finally, according to the conclusions, the study makes some suggestions for Chinese teachers and future research.
| Identifer | oai:union.ndltd.org:TW/102NHCT5201022 |
| Date | January 2014 |
| Creators | 劉秀榮 |
| Contributors | 陳鸞鳳 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 251 |
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