偏鄉教師的核心素養：以課程回應孩子的弱勢處境

Core Literacy for Teachers in Rural Areas: Responding to Children's Disadvantaged Situations with Curriculum

當第一名的學生的志願是去擔任「除草工」，我們會肯定他嗎？

讓學生透過其自身「已說的」和「不說的」訊息，「告訴」師者怎麼當一個偏鄉學生需要的老師。

When the first student's ambition is to be a "weed whacker," do we affirm him?

Let the students "tell" the teachers what they need to be a teacher for their rural students through their own "spoken" and "unspoken" messages.

文章主題：師資培育、偏鄉教育
 關鍵字：核心素養、偏鄉教師、師資培育、偏鄉教育
 Article Topic: Teacher Formation, Rural Education
 Key words: core literacy, rural teachers, teacher training, rural education

論文摘要

顧瑜君、吳明鴻、何至柔的〈偏鄉教師的核心素養：以課程回應孩子的弱勢處境〉一文發表於2019年12月，《臺灣教育評論月刊》，第八卷第十二期，頁43-48。

本文論述偏鄉師培生與在職教師在面對偏鄉區域弱勢學生時，應具備哪些核心素養和採用何種培力模式，以保障學生的教育品質和維持社會正義。另一方面，也能使教師避免落入無力的負面循環中，逆轉偏鄉社會現實中的劣勢並找到有力量的教育位置。

研究者的主張是：偏鄉／鄉村教育工作者除了對教材內容與教學方法的熟稔外，更需具有「與學生共舞」的能力。因此，如何在理解偏鄉社會與家庭處境的前提下，以課程和教學回應孩子的需要，成為師資培育的重要課題。

為說明這種「文化回應」能力的重要，作者從實踐案例出發並「回推」符合需要的核心素養為何。最後歸納出必備核心能力是：從鄉村孩子的生活真實去思考其「生涯」，培養其生涯發展所需的核心素養與能力。這種能力，就它的地域性特徵而命名為「鄉村教育力」。

Abstracts of Essays

The article "Core Literacy of Teachers in Rural Areas: Responding to Children's Disadvantaged Situations with Curriculum" by Yujun Gu, Minghong Wu, and Chi-Ro Ho was published in Taiwan Education Review Monthly, Vol. 8, No. 12, December 2019, pp. 43-48.

This article discusses what core literacies and what training models should be adopted by teacher trainees and in-service teachers in remote areas when dealing with disadvantaged students in remote areas in order to ensure the quality of education for students and maintain social justice. On the other hand, it also enables teachers to avoid falling into the negative cycle of powerlessness, to reverse the disadvantages of the social reality in the rural areas, and to find a powerful educational position.

The researcher's argument is that in addition to being familiar with the content of teaching materials and teaching methods, rural/rural educators should also have the ability to "dance with students". Therefore, how to respond to children's needs through curriculum and teaching while understanding the social and family situations in rural areas has become an important issue in teacher training.

To illustrate the importance of this "culturally responsive" ability, the authors "backtrack" from practical cases to identify the core competencies that meet the needs. In the end, the authors summarize the core competencies required: to think about the "career" of rural children from the reality of their lives, and to cultivate the core competencies and abilities needed for their career development. This ability is named "rural education power" for its regional characteristics.

給教育工作者的話

本文以「課程意識=看懂孩子的需要」來重新界定教師的文化敏感度和回應能力，也就是教師需要具備能「看／聽懂」孩子真實需要的「課程意識」。偏鄉教師在面對弱勢學習者總是學不好、學不會，甚至逃學、避學或恐學的情形，長期的無力感與師生間的拉扯困境亟需解套。因此，作者提出主張，認為：所有的教學都需回應鄉村學習者的生活與社會處境，而要做到這一點，在課程與教學實施之前，首先需要確認的就是教師的「課程意識」。

A Message to Educators

This paper redefines teachers' cultural sensitivity and responsiveness in terms of "curriculum awareness = understanding children's needs", that is, teachers need to have "curriculum awareness" that can "see/hear" children's real needs. Teachers in rural areas are confronted with the situation that disadvantaged learners always fail to learn, cannot learn, or even skip school, avoid learning, or are afraid of learning, and are in need of relief from the chronic powerlessness and tension between teachers and students. Therefore, the author argues that all teaching should be responsive to the life and social context of rural learners, and to achieve this, the first thing that needs to be recognized before the implementation of curriculum and teaching is the teacher's "curriculum awareness".

給教育研究者的話

研究者認為，未來將任教於偏鄉學校之師培生的核心能力是：從鄉村孩子的生活真實去思考其「生涯」，培養其生涯發展所需的核心素養與能力。這種能力的性質是「文化回應的」（culturally responding），因此就其地域性特徵將之命名為「鄉村教育力」。這是研究者擴大並轉換了「文化回應教學」（culturally responsive teaching）概念的一般意涵，使其更具階級意識和區域性意義。這裡擴大並轉換理論以運用於研究對象的做法，能使論述內容與理論互為彰顯，值得同樣身為研究者的讀者作為研究時的參考路徑。

A Message to Education Researchers

The researcher believes that the core competency of future teacher trainees who will teach in rural schools is to think about the "career" of rural children in terms of their real lives and to develop the core literacy and competencies needed for their career development. The nature of this competency is "culturally responding" and therefore named "rural education competency" in relation to its geographical characteristics. This is an expansion and transformation of the general meaning of the concept of culturally responsive teaching to make it more hierarchically and regionally aware. The expansion and transformation of the theory to apply to the subject matter of the study is a way to make the discourse and the theory mutually evident, and it is worthwhile for readers who are also researchers to use it as a reference path in their research.