| 摘要: | 臺灣的人口結構大多由閩南、客家、外省、原住民四大族群所匯聚，其語言、生活型態、居住環境、教育及職業等諸多方面，各自有著不同的集體經驗。臺灣社會中，教育議題一直是受到高度重視與關注的焦點，整個社會運作的機制裡，往往家庭社經地位較高者，子女的學業成就亦高，然而低下階層者較無機會獲致良好教育。近年來，隨著時空環境變遷，教育制度的更迭，以及政府部門致力於創造多元學習環境之際時，茲期望學生能在均等公平的教育環境中，充份得到學習並且適時的發揮其潛能。 本研究乃採用「臺灣教育長期追蹤資料庫」(Taiwan Education Panel Survey，簡稱TEPS)問卷資料做分析，對象限定在國中一年級學生、學生家長與老師，將所得資料予以合併後，運用次數分配與百分比描述、因素分析法、交叉表、多元迴歸分析等統計方法，藉以瞭解不同族群、家庭背景與資本變項對學業成就的影響機制。 經由實際的研究與分析，綜合歸納主要的結果發現： 一、不同省籍族群其學童學業成就未達顯著差異。 二、不同家庭社經地位其學童學業成就未達顯著差異：父母親教育程度、父親職業愈高及家庭收入愈多者，對於子女的學業成就並未有顯著影響。 三、家中子女數目的多寡，對於學童學業成就具有顯著差異：家庭中兄弟姐妹數目愈多，家庭資源的被稀釋，相對的影響到學童的學業結果。 四、性別差異對於兩性間的學業成就達顯著差異。 五、居住地區差異而衍生的教育資源分配之不同亦會影響其學業成就：都會地區的教育資源愈具豐富優勢，愈有助於提高學業成就；反之，愈是鄉村地區其教育資源愈為匱乏，愈是不利於學業成就的增進。 六、各資本變項(文化資本、社會資本、財務資本)，對於學童學業成就均達到顯著差異。 本研究係將重要發現及分析結果之陳述，提供一些相關意見及方向，俾供做為未來及後續研究的參考。
Taiwan's population structure mostly by Minnans, the Hakkas, the Mainlanders, the Aborigines, the original resident four groups institutes gathers. Its language, the life condition, the environment, the education, the occupation and so on many aspects respectively have the different collective experience. In the Taiwan society, education the subject always is receives highly takes with the attention focal point. In entire social operation mechanism, often family society after status high. Children's studies achievement is also high, however the low social stratum comparatively does not have the opportunity to obtain the good education. In recent years, along with the space and time environmental trend, educational system alternating, as well as the government department devoted to creates when many Yuan learning environment time. This expected the student can in the equal fair education environment, the sufficient share obtain the study and at the right moment display its on potential. This research is the use “Taiwan Education Panel Survey, is called TEPS” to ask the volume material makes the analysis. The object defined in the country the freshman class student, the student guardian and teacher, after merges the obtained material. Using statistical method and so on number of times assignment and percentage description, factor analytic method, crosstable, multiple regression analysis. So as to does not understand the consanguineous ethnic, the family background and the capital to the academic achievement influence mechanism. By way of the actual research and the analysis, the synthesis induction main result discovered that: Ⅰ.The different birth province ethnic its schoolchild academic achievement has not reached reveals the difference. Ⅱ.The different family society has not reached after the status its schoolchild academic achievement reveals the difference: The parents education level, the father occupation are higher, and household income many, by no means has regarding children's academic achievement reveals the influence. Ⅲ.How much in the family does the children sibling, have regarding the schoolchild academic achievement reveals the difference: In the family sibling are more, the family resources is diluted, relative influence to schoolchild's academic result. Ⅳ.The sex difference reaches regarding both sexes academic achievement reveals the difference. Ⅴ.The housing regional disparity grows the education resource distribution is different also can affect its academic achievement: Can the local education resources have the rich superiority, is helpful to enhances the academic achievement; Otherwise, is the rural area its education resources for is more deficient, is disadvantageous to academic achievement progression. Ⅵ.Various capitals (cultural capital, social capital, financial capital), regarding the schoolchild academic achievement achieved reveals the difference. This research is importantly discovered and statement the analysis result, provides some correlation opinions and the direction, for will do for the future and the following research reference. |
