Shadow Education ~ Lian Gong? Fang Feng? Fang Kong? ─ A Qualitative Research of Junior High School Students’ Perspectives on Shadow Education

• Main Authors: Huang Shih Yin, 黃詩茵
• Other Authors: Huang Horng Wen
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/xg3f6u

碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 102 === The research aims to describe junior high school students’ perspectives on shadow education. To do this, the researcher interviewed junior high school students in a rural area. The results show that students’ perspectives on shadow education can be divided into 「Lian Gong」, 「Fang Feng」, and 「Fang Kong」 three categories. Shadow education is considered helpful by 「Lian Gong」 students. With the instruction and training provided by shadow education, 「Lian Gong」 students improve their academic performance and examination skills. 「Fang Feng」 students don’t take shadow education seriously. Instead of studying, they do whatever they like during shadow education period. Some students get shadow education out. They either think of shadow education unnecessary or can’t afford the tuition. Students themselves, their family backgrounds, the teachers at school, and the instructors of shadow education systems are factors that relate to students’ perspectives on shadow education. Many students decide to receive shadow education or not based on their learning quality at school. Students’ talent, educational aspiration, study habits, and learning attitudes influence their perspectives on shadow education. In addition, students’ family financial resources, their parents’ attitude, and shadow education instructors’ requirements also play a role in shaping students’ perspectives on shadow education.