Study of the Aboriginal、Chinese parents' EducationalValues and Their Children's Adaptation of School Life inTaitung County
| Autor: | Lin Yi wen, 林怡妏 |
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| Rok vydání: | 2012 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 100 The study was to investigate aboriginal, chinese parents’educational values and their children’s adaptation of school life. The aboriginal and chinese parents and their children who studied at a school in Taitung County were taken as the subjects of study in this study. Resercher adopted the qualitative research, such as interview, field observation and documentary analysis to analyze the collected data. Conclusion: 1.Educational values for aboriginal parents (1)Educational values for aboriginal parents: The aboriginal parents thought that the school education was a useful condition, and it could make people smarter. They worried about children's future competitiveness, and they sure the value of after-school tutorial. They attached to parent responsibilities, and they paid attention to children’s academic achievement more than aboriginal language learning and cultural inheritance. (2) Education expectation for aboriginal parents: They hoped that the children could have good results at school and university qualifications. They preferred the children's future career being army, teacher and civil servant. (3)Rearing styles for aboriginal parents: They paid attention to children’s manners, and they were concerned about children's learning. However, they were initiative to participate in school activities, but did not contact the teacher actively. 2.Educational values for chinese parents (1)Educational values for chinese parents: The chinese parents thought that the school teacher could teach a man how to do things. In addition, they stressed on children’s reading ability and character education. They did not attach importance to school tuition. iii They affirmed aboriginal cultural values. (2)Education expectation for chinese parents: They respected the child's willingness to learn and to decide something. They attached importance to children's music talent, and they believed that the music could accompany the children for life. They expected that their children could have a doctoral degree, and they respected the children's career choice. (3)Rearing styles for chinese parents: They affirmed children's learning potential, and they let their children be autonomous to learn something. They took part in school activities, but they did not contact the teacher actively. Their attitude was firm and democracy. 3. The adaptation of school for aboriginal elementary children (1)Psychological adaptation: The favorite course and the companion could fulfill the aboriginal elementary children’ psychological needs. Their self-concepts were positive, having optimistic character. Their expression of emotions was stable, and they had positive thinking. (2)Interpersonal adaptation: The aboriginal elementary children liked to help others, and they had good peer relationships. They were polite and considerate, and they had the good interaction with teachers. (3)Learning adaptation: Their subject preference was obvious, and they were poor in the discipline of language learning. Besides, parents’ academic expectations were the heavy stress on them. 4. The adaptation of school for the chinese elementary children (1)Psychological adaptation: The achievement of learning and the good peer relationships could satisfy the chinese elementary children’ psychological requirements. Their self-concepts were clear, being confident and independent. Their emotional expression was very direct, and they still looked for the balance of interpersonal relationship. (2)Interpersonal adaptation: The chinese elementary children were from being isolated into acting with peers together. The interaction between the chinese elementary children with the teachers was getting better. (3)Learning adaptation: iv The chinese elementary children had high achievement of learning, but they did not like the native language courses and physical education courses. They read widely, and they had a wealth of knowledge. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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