| URN | etd-0724123-221124 | Statistics | This thesis had been viewed 93 times. Download 11 times. |
| Author | Ya-Ling Fang | ||
| Author's Email Address | ryuichil@hotmail.com | ||
| Department | Institute of Industrial Management | ||
| Year | 2022 | Semester | 2 |
| Degree | Master | Type of Document | Master's Thesis |
| Language | zh-TW.Big5 Chinese | Page Count | 92 |
| Title | The Impact of School Curriculum Experience on the Self-Identity Development of Tzu-Huei Class Students: A Case Study of Pingxi Junior High School | ||
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| Abstract | This study aims to investigate the influence of school curriculum experiences on the development of self-identity in Tzu-Huei students post-graduation. Centering on the Tzu-Huei class at Pingxi Junior High School in New Taipei City, the study primarily references " Tzu-Huei class" as first to third-year junior high school students hailing from dysfunctional families, at a risk of dropping out. These students primarily partake in a residential mixed-class model, where the school provides a stable living environment, a structured curriculum, and counseling measures. The research participants comprise six Tzu-Huei class graduates, three active teachers, and one expert scholar. Employing in-depth interviews within the framework of qualitative research, the study delves into the self-transformation experienced during their tenure in the Tzu-Huei class, assessing which school curriculum experiences influenced these transformations and if they have any bearing on future studies, employment, and the development of self-identity. This investigation aspires to enhance the future direction and operation of the Tzu-Huei class by evaluating the participants' reflections on their school curriculum experiences and self-identity. Based on data analysis, the researcher conducts an analysis of the experiences shared by six Tzu-Huei graduates, three in-service teachers, and one expert scholar within the Tzu-Huei class. This analysis encompasses their experiences with the school curriculum, their self-identity, and comprehensive suggestions and feedback. Subsequently, a cross-case analysis and discussion are carried out to probe into the significance and influence of school experiences on the self-identity transformations among the research participants. The ensuing conclusions are deduced from these findings: 1. The secure attachment provided by the Tzu-Huei class contributes to the stable schooling of Tzu-Huei students. 2. Diverse and adaptive school curriculum experiences help to enhance the success experiences of Tzu-Huei students and are a crucial factor in establishing self-identity. 3. The care and positive expectations of the teachers have a significant impact on the development of self-identity in Tzu-Huei students. 4. The self-confidence gained from school curriculum experiences, along with the self-discipline learned in the Tzu-Huei class, have a significant influence on the future development of Tzu-Huei students. |
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| Files | indicate access worldwide | ||
| Date of Defense | 2023-07-10 | Date of Submission | 2023-07-25 |