摘要

本文系統性綜述分析2024年前發表的32篇中英文實證研究（38項研究，含14種方言和5種民族語），探討方言或民族語經驗對兒童中文學習的影響。從研究特點、設計、內容及理論貢獻對文獻進行分析，研究結果為：（1）該議題研究較少、跨學科且年度發文量波動大，主要研究對象為方言兒童；（2）以假設檢驗（如方差分析）為主導，輔以相關分析等量化方法，探討方言或民族語經驗對中文學習的影響；（3）內容涵蓋元語言意識等個體內部因素和語言環境等外部因素，關於方言或民族語經驗能否影響中文學習尚存爭議，方言認同感的強弱可能影響兒童語言經驗，進而影響其學習效果；（4）常用理論為雙語優勢假說（bilingual advantage hypothesis），中文文獻注重理論檢驗，英文文獻偏向理論發展。本文對已有研究的梳理可為兒童學習中文作第二語言的研究提供參照。本文建議，未來研究可進一步考慮兒童語言背景，深入探討早期方言或民族語經驗對中文發展的影響，以促進干預研究，輔助教育實踐。

關鍵詞：0–12歲兒童；方言；民族語；中文；系統性文獻綜述

Abstract

This systematic review aimed to investigate the impact of the language background of dialect-speaking or ethnic minority children on Chinese acquisition in China. A total of 32 articles in Chinese and English, including 38 empirical studies on 14 dialects and 5 ethnic minority languages published before 2024, met the inclusion criteria. We systematically analyzed the included studies, categorizing their characteristics, designs, topics, findings, and theoretical contributions. Our main findings included: (a) a gradual and discontinuous increase in the number of Chinese and English articles over the past three decades, with previous studies primarily focusing on children who speak dialects; (b) studies predominantly employing hypothesis testing (e.g., analysis of variance), supplemented by correlational analyses and other quantitative methods, to examine the impact of dialect or ethnic language experience on Chinese language; (c) research focusing on internal factors (e.g., metalinguistic awareness) and external factors (e.g., linguistic environment), revealing mixed findings on the impact of dialect-speaking or ethnic minority children’s language backgrounds on Chinese acquisition, and social acceptance of a dialect potentially supporting children’s learning attitude toward Chinese acquisition; and (d) the most cited theory being bilingual advantage hypothesis, and Chinese-language articles focusing on testing theories while English-language articles on developing theories. This study informs research and teaching in children’s Chinese learning. Future empirical research should focus on children’s language backgrounds to clarify how children’s language backgrounds affect Chinese acquisition among dialect-speaking and ethnic minority children, promoting intervention studies and supporting educational practices.

Keywords: aged 0–12 years; dialect; ethnic minority language; Chinese; systematic review

Abstract

The COVID-19 lockdowns and quarantines have far-reaching effects on secondary education students, impacting their physical and mental health and significantly changing their learning approaches. Previous research has verified the beneficial impact of grit on fostering students’ learning engagement and improving their psychological well-being (PWB). Few studies, however, have explored the potential mediating role of psychology capital (PsyCap) between grit, engagement, and PWB. This study aimed to test the mediating role of PsyCap between grit, behavioral engagement in learning mathematics and PWB among 1,134 Chinese secondary school students (50.7% males and 49.3% females; mean age = 13.15, SD = .75) during the period of COVID-19. Having controlled for gender and age, latent structural equation modeling (LSEM) analysis was conducted to explore the predictive effect of grit on behavioral engagement and PWB via PsyCap. Results indicated that grit positively predicted PsyCap. PsyCap, in turn, predicted behavioral engagement in learning mathematics. In addition, we found that PsyCap entirely mediated the linkage between grit and PWB. This study provides evidence for the beneficial role of grit in enhancing students’ behavioral engagement and PWB and contributes to the literature by uncovering the mediating mechanism between these constructs.

Keywords: grit; behavioral engagement, psychological well-being; psychological capital; COVID-19

摘要

新冠疫情期間的封鎖與隔離措施對中學生產生了深遠影響，不僅影響了他們的身心健康，亦使其學習方式發生重大變化。研究證實，恆毅力對於培養學生的學習投入和改善其心理健康具有積極影響。然而，針對心理資本在恆毅力、學習投入和心理幸福感間之潛在中介作用的研究卻相對匱乏。本研究旨在探討1,134名中國中學生（男生佔50.7%，女生佔49.3%；平均年齡為13.15歲，標準差為.75）在新冠疫情期間的心理資本、恆毅力、數學學習行為投入與心理幸福感之間的關係。控制性別和年齡因素後，運用潛變量結構方程模型分析，探究恆毅力透過心理資本對行為投入和心理幸福感的預測作用。研究結果顯示，恆毅力對心理資本具有正向預測作用。此外，心理資本能夠預測數學學習行為投入。我們還發現心理資本在恆毅力與心理幸福感之間起到了完全中介的作用。本研究為恆毅力在增強學生行為投入和心理幸福感方面的積極作用提供了實證支持，並通過揭示構念之間的中介機制，為相關文獻作出了貢獻。

關鍵詞：恆毅力；行為投入；心理幸福感；心理資本；新冠疫情

摘要

本研究透過質性個案分析，探究6位學業逆轉型國中生的韌性發展經驗，從學生主體性出發挑戰以韌性為個體特質的傳統框架，結果揭示學生將韌性詮釋為「集體互助」、「策略性順應」和「跨場域轉化能力」三重面向；以師生互動為核心機制，以「非預期性平等支持」、「進步認可」和「課堂參與結構重塑」，挑戰教育場域的階層分化。研究提出「韌性資本」概念，闡釋學生如何將教育場域權力邏輯轉化為自身資源。本研究的批判分析顯示此種「策略性順應」雖然促成個體成功，但亦可能使學生在獲取向上流動能力的同時，複製並強化他們描述為「殘酷」的競爭體制，形成結構性矛盾。本研究將韌性重新定位為社會文化建構產物，為教育實踐提供兼顧能動性和結構批判的理論基礎。

關鍵詞：學術韌性；學業成就逆轉；韌性資本；師生互動；學生觀點

Abstract

This study investigated the development of academic resilience among junior high school students experiencing academic turnaround in Taiwan, employing a student-centered perspective that transcends traditional frameworks viewing resilience as innate psychological traits. Through qualitative case study methodology, six students who transitioned from low to high achievement were examined via in-depth interviews and document analysis. The study found that students reconceptualized resilience as a tripartite construct encompassing “collective mutual support beyond individual struggle,” “strategic adaptation,” and “cross-domain transformation ability.” Teacher-student interaction emerged as a critical mechanism through “unexpected equal support” disrupting implicit academic hierarchies, “recognition of progress” challenging mainstream evaluation systems, and “restructuring classroom participation” transforming classrooms as sites of social reproduction. The study introduced the concept of “resilience capital,” elucidating how students identify, accumulate, and strategically deploy resources to transform educational power dynamics into personal developmental assets. Critical analysis uncovered a fundamental paradox wherein students’ strategic adaptation simultaneously enabled individual mobility while reinforcing the competitive hierarchies they themselves have critiqued. This contradiction illuminated how successful adaptation might paradoxically reproduce educational inequalities through legitimizing structural mechanisms. The study reconceptualized academic resilience as a socio-cultural construct, advancing theoretical frameworks that integrate student agency with critical structural analysis.

Keywords: academic resilience; academic turnaround; resilience capital; teacher-student interaction; student perspective

Abstract

This study explores the misalignment between Taiwan’s teacher education system and the needs of its public experimental schools, which emphasize innovative pedagogy and flexible teaching approaches. While existing research has primarily focused on curriculum and instructional methods, little attention has been paid to teacher preparation. To address this gap, this study examines whether Taiwan’s current teacher education programs adequately equip educators for experimental schools by comparing Taiwan’s teacher education policies with the practices of High Tech High, a U.S. charter school known for its alternative teacher training model. Findings indicate that Taiwan’s conventional teacher training system remains rigid, offering limited pedagogical diversity and adaptability for experimental education settings. Additionally, institutional constraints hinder opportunities for in-service professional development, making it challenging for experimental schools to recruit and retain qualified educators. To bridge this gap, this study recommends integrating specialized experimental education courses into teacher preparation programs and fostering stronger collaboration between universities and experimental schools. By creating a more adaptive and responsive teacher training framework, these reforms aim to enhance the quality of experimental education in Taiwan and ensure a more sustainable pipeline of educators prepared to meet its unique demands.

Keywords: comparative education policy; experimental education; teacher education reform; teacher preparation; Taiwan

摘要

本研究旨在探討台灣現有師資培育體系與公立實驗學校需求間的缺口；公立實驗學校強調創新教學法和靈活的教學模式。然而，現有研究主要聚焦於課程與教學方法，對於師資培育的關注相對有限。為填補此研究缺口，本研究透過比較台灣的師資培育政策與美國特許學校High Tech High的師資培訓模式，檢視台灣現行師資培育課程是否能有效培育適任的實驗教育教師。研究結果顯示，為因應實驗教育環境，台灣傳統的師資培訓體系雖有作為，但仍然缺乏足夠的教學多樣性和適應性。此外，制度限制阻礙了在職教師的專業發展機會，使實驗學校在教師的招募和留任上面臨挑戰。為縮小此落差，本研究建議在師資培育課程中分階段納入專門的實驗教育課程，並促進大學與實驗學校之間的合作。透過建立更具適應性和回應性的教師培訓架構，提升台灣實驗教育的品質，並確保培育出能夠滿足其獨特需求的教師人才，以促進實驗教育的永續發展。

關鍵詞：比較教育政策；實驗教育；師資培育改革；教師培訓；台灣

摘要

本研究探討數位遊戲式教材對不同年齡學習者的影響，邀請10–13歲和16–21歲兩組學習者，使用音樂學習主題數位遊戲教材進行聽音、口語、符號等能力的任務學習，研究工具包含眼動儀、訪談和現場觀察。結果顯示，教材中箭頭指引和遊戲角色操作能有效引導視線學習，青年組更能跟隨指引，並偏好使用輔助功能處理較難任務；幼年組則易被角色移動吸引，傾向直接透過遊戲操作學習。此外，兩組學習者完成答題後較少檢閱學習回饋，顯示遊戲可能影響其反饋使用。基於分析，研究建議：（1）加強動態視覺指引以輔助幼年組學習複雜知識；（2）增加遊戲互動設計以提升青年組投入感；（3）結合學習回饋和獎勵機制，增強反饋閱讀動機，例如需完成學習總結才能進入下一關卡。未來將擴大受測年齡範圍，深入探索多元年齡學習行為，優化數位遊戲教材設計。

關鍵詞：數位遊戲；眼動應用研究；音樂學習

Abstract

This study examined the impact of digital game-based materials on music learning across two age groups: children (10–13 years) and adolescents (16–21 years). Learners completed six tasks using game materials designed to develop listening, vocalization, and notation skills. Data collection involved eye-tracking, interviews, and observations. Results showed that dynamic visual cues, like arrows, effectively guided learners, with adolescents responding better than children, who were more drawn to character movements. Adolescents frequently used auxiliary features, while children relied on game interactions. Both groups rarely reviewed feedback, likely due to the game’s design. Recommendations include: (a) using dynamic visuals for younger learners, (b) enhancing interactivity for adolescents, and (c) linking feedback with rewards to boost motivation. Future research will expand participant diversity to refine digital game-based educational designs.

Keywords: digital game; eye-tracking study; music learning

Abstract

This article presents a case study of a primary school in Taiwan, and draws on experiences and views of the teachers to explore processes of gendering in the school management regimes. In this female-dominated school, male numerical dominance in managerial positions was obvious. Gender segregation was promoted and perpetuated, as it was argued that male teachers were preferred and advantaged by assuming managerial posts due to their perceived abilities and masculinity, coupled with their mutual support and gendered social expectations, which facilitated their career advancement. More importantly, the evidence also indicates that some men might not perceive the preferential treatment as an advantage but as something resisted, because these men prioritized their family responsibilities rather than their own career promotion.

Keywords: family responsibilities; male dominance; masculinity; school management; teachers' gender

摘要

應用台灣某小學個案研究中教師們的經驗和觀點，本文探究小學學校行政工作的性別化歷程。個案研究小學女教師佔大多數，擔任行政工作顯然以男性居多。本文提出性別區隔的持續，亦即是男教師在擔任行政職位是受偏愛且有優勢的，主因是男性具備的能力與陽剛特質、男性之間相互支持以及性別化的社會期望，皆有助於男性的職位升遷。更重要的是，本研究證據亦顯示一些男教師並不認為對男性擔任行政職務的偏愛是一種優勢，他們都會抗拒，因為這些男性優先考量的是家庭責任，而非自己的職業晉升。

關鍵詞：家庭責任；男性優勢；陽剛特質；學校行政；教師性別