11 12 12 13
Abstract The Discussion of the Current Ethnicity on Campus Ethnicity on campus is by definition all personal interactions on campus including interactions between principal and teacher, teacher and teacher, teacher and student, teacher and parents, student and student; when these interactions are well-balanced, campus will be able to make progress in a peace environment, otherwise school matters will hardly be done. With social change and family function failure, school takes responsibilities solely, teachers are getting more burdened tasks, but there is a trace of the decline of ethnicity on campus. This research takes a grade school principal, director, and teacher in different areas in Taitung County as subjects and conducts interviews in the purpose of getting insights of current ethnicity on campus, why it declines, and the future of ethnicity on campus. The research collects data by means of literature review, interviews in person, and interviews by phone. In terms of literature review, each factor has an influence over ethnicity on campus will be reviewed, categorized into seven interview topics, and each topic further develops into three minor questions for more insightful discussion. The results show that ethnicity on campus is downplayed, however, it is a crucial element that keeps ethnic order on campus well established. In particular, when moral subject is removed from the new program, student s morality and behavior are badly affected. Moreover, the principal appointment system is highly in need of improvement, media education needs to be practiced in time, and so on. Based on these results, researcher has brought up appropriate suggestions. In the end, conclusions and suggestions are as follows: 1. School administrators (including the principal) with final authorization shall participate democratically by communicating beforehand to remove obstacles and have school function more efficiently. 2. Teachers shall show respects to seniors and directors in terms of attitudes in order to set role models of manners and keep campus in harmony. 3. Parents and teachers are aught to have enough contact allowing family education and school education work together. 4. Teachers shall fulfill educational passion in order to act professionally; therefore, this standard should be included in teacher s evaluation. 5. Moral subject shall be treated as a single subject for the development of value judgment and independent thinking. 6. Take advantage of team teaching to establish learning organization, learning and growing together. 7. The appointment and evaluation of principal shall consider his/her educational performance mostly for this is his/her most important mission. The perspective can both consider student s educational right and state s educational goals. Key words: ethnicity on campus, moral education.
....1..1..2..2..4..7 9..9....10....11 19....20 23 29 36.....44 44 47 50 52..55 55
.. 57. 75..80 80 84 86 90
2-3-1.13 2-3-2.14 2-3-3..18 2-5-1..20 2-6-1..28 2-6-2..29 2-7-2..34 2-7-3..35 2-8-1..36 2-8-2..37 2-8-3..38 2-8-4.. 39 2-8-5.. 40 3-1-1..46 3-2-1..49 4-1-1..55 4-3-1..75 4-3-2..76 4-3-3..77 4-3-4..78 4-3-5..78 4-3-6..79 4-3-7..79
2-7-1 3-4-1 3-4-2 7-1-1.34.53.54.83
1 1999 1997 2002 2002 2002
2
3 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1 2 3 1 2. 3.
4 2001 morality Virtue is knowledge. 1988 Gilbert Ryle, 1900-1976 1988 2001 2002 2003 1985
5 1980 1973 1985 2001 1997
6 1988 1998
7 53 33 9 11
8
9
10
11
9 1985 1995 open system subsystems dynamic interation 1997 1996
10 mortimer J.Adler 1999 1997 1997
11 2002.. 1991 1994
12 2002 Shedd Bacharach 1991 2001 1999-1
13 2-3-2
14 2-3-2 1978 1988 1989 1992a 1. 2. 1. 2. 1992 1996 1. 2. 1997 1. 2. 3. 1999
15 1999 1987 1987 2001
16 2001 1981. Martin Buber mutual sensibility of feeling empathy 2002 Weber 1997 1995 2001
17 1997 school as community 2002 1998
18 2-3-3 2-3-3 1999 1999
19 1988
20 2000 1994 2-5-1 1. 2. (universal exchange) 3. 4. 5. 6. 7. 8. 9. 10. 1. 2. (particular exchange) 3. 4. 5. 6. 7 8. 9. 10.
21 2001 1999 1996
22 1999 1997
23 1999 2002
24 1992 1999 Nell
25 1993 2000 2002 2002 1994
26 2002 SARS
2003 SARS 2000 2-6-1 2-6-2 1. (1) (2) (3) 2. (1) (2) (3) (4) 3. (1) (2) (3) 2002 2-6-1 27
2-6-1 1. 2. 3. 4. 1. 2. 1. 2. 1. 2. 3. 1. 2. 3. 4. 1. 2. 3. 4. 1. 2 3 4 5 1. 2. 3. 4. 2001 2-6-2? 2-6-2????????????? 28
29 2003
1987 1994 2 1995 8 1997 3 1999 2 1997 9 1999 6 1998 2002 2001 1996... 30
31 1997 2002 1999 2003
32 1999 2000 2002 2002 Robbins
33 2002 1994 2002 2001 17.7 12.5 9.5 8.3 8 2-7-1 2-7-2 2-7-1
2-7-1? 2-7-2???????? 2001 Frequency Percent Valid Percent Cumulative Percent Valid?????? 106 17.7 17.7 17.7???? 75 12.5 12.5 30.2???? 57 9.5 9.5 39.7???? 50 8.3 8.3 48.0???? 48 8.0 8.0 56.0??????? 42 7.0 7.0 63.0?????? 23 3.8 3.8 66.8???????? 19 3.2 3.2 70.0?????? 18 3.0 3.0 73.0???? 16 2.7 2.7 75.7???? 16 2.7 2.7 78.3???? 16 2.7 2.7 81.0???? 16 2.7 2.7 83.7???????? 16 2.7 2.7 86.3???? 16 2.7 2.7 89.0???? 13 2.2 2.2 91.2???? 13 2.2 2.2 93.3???? 12 2.0 2.0 95.3?? 9 1.5 1.5 96.8???? 7 1.2 1.2 98.0?????? 6 1.0 1.0 99.0?????? 5.8.8 99.8?????? 1.2.2 100.0 Total 600 100.0 100.0 2001 34
1998 2-7-3 2-7-3 A. 3.79 0.62 7 J.3.27 0.76 18 B. 3.49 0.66 15 K. 3.70 0.66 12 C. 3.79 0.60 7 L. 3.64 0.66 14 D. 3.67 0.69 13 M. 3.89 0.64 4 E. 3.93 0.63 3 N. 4.01 0.60 1 F. 3.77 0.61 9 O. 3.71 0.68 11 G. 3.80 0.63 6 P. 3.49 0.79 15 H. 3.75 0.62 10 Q. 4.01 0.60 1 I.3.35 0.77 17 R. 3.84 0.72 5 66.92 9.27 2001 35
36
37
38
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???????????????,??????????,??????????????????,??????????? 2-8-5? 40
41 2000 2000
42 2001 2000
2001 43
44
44
45
purposeful sampling 35 53 A1A2A3 A2 46
19 33 B1B 2B3 B 2 6 9 C1C2C3 7 11 D1D2D3 A1B1B2D1D2 47
48
49
50 1995
A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 51
52 55 4-1-1 3-4-1
3-4-1 53
54
4-1-1 55 4-1-1 1-1 5 4 1 2 42 33 8 17 1-2 9 1 1 1 75 8 8 8 1-3 8 1 2 1 67 8 17 8 2-1 1 7 4 8 58 33 2-2 4 7 1 33 58 8 2-3 6 6 0 50 50 0 3-1 10 2 0 83 17 0 3-2 12 0 0 100 0 0 3-3 4-1 8 2 2 11 67 17 17 92
10 2 0 83 17 0 4-2 2 3 7 17 25 58 4-3 7 1 4 58 8 33 5-1 5 4 3 12 42 33 25 100 5-2 9 1 2 75 8 17 5-3 9 3 0 75 25 0 6-1 6-2 7 2 3 58 17 25 4 6 2 33 50 17 6-3 9 2 1 75 17 8 7-1 3 8 1 25 67 8 7-2 11 1 0 92 8 0 7-3 5 2 5 42 17 42 56
12 1. A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 2. 17 1 8 33 C2 D3 42 1. 57
A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 2. 58
D1 12 9 758 8 8 D3 1. A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 59
D2 D3 2. 100 B1 67 8 17 8 1. A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 2. 60
8 58D1 33 B2 1. A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 2. 58D2 C1 33 8 61
1. A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 50 D1 50C2 6 4 6 4 62
1. A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 83 17 D3 1. A1 A2 A3 63
B1 B2 B3 C1 C2 C3 D1 D2 D3 2. 100 A1A2A3B2 1. A1 A2 A3 B1 B2 B3 C1 C2 82 C3 64
D1 D2 D3 2. 67 A317 17 92 D1 C1 1. A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 65
D2 D3 2. 83 B1 17 A2 1. A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 2. 58 17 25 66
1. A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 2. 58 A1 33 8 1. 67
2. 100 25 33 42 1. A1 A2 A3 B1 B2 B3 C1 C2 68
C3 D1 D2 D3 2. 75 17 8 1. A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 2. 75 25 C1 69
1. A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 2. 58 17 25 A2B 3 D3 1. A1 A2 A3 B1 B2 70
B3 C1 C2 C3 D1 D2 D3 2. 17 C150 33 B 1 1. A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 71
72 2. 42 D1 58 33 17 8. 1. B2 B3 C1 C2 C3 D1 D2 D3 2. 25
67 8 1. A1. A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 2. 92 D 1 8 D3 1. A1 A2 73
A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 2. 42 17 74
75 4-3-1
76 C2 4-3-2
77 A3 4-3-3 4-3-4
78 67 4-3-5 C1 4-3-6
79 4-3-7
80
80
81 2003
82 1988
7-1-1 1. 2. 3. 4. 5. 6. 7-1-1 83
84
85 83 7-1-1
86 1996 1998 1991 1994 1995 2002 1973 1998 2002 1994 1999 1997 2000 1988 1994 1996 1998 1999 2002 1987 1996 1985 1980 2001 2001 1996 1997 199921 1998 1987 1993 1997 1999 1999 1995 2002
87 1994 2000 2002 1987 1997 1995 1987 1988 1992 1999 2001 1997 1985 1987 2001 1995 2002 2001 45-64 1993 7 3-11 1999 10 2001 46 147-180 2000 11 25-28 1999 10 2 232-254 2002 27 259 1998 238 10-11 2002 10 91-101 2002 45 1-3 2001 111 7-11 1999 379 19 2000 25 265-274
88 2002 48 3 93-118 2003 92 13-20 1985 74 4 15 2002 113-115 1981 3 161-207 2003 429 48-51 2000 25 169-177 2002 421 6-14 2001 1 1-17 1991 5 99-148 1994 25 203-230 2000 2002 2000 2001 2000 2001 2002 2000 2000 2001 2001
89 2001 http://www.alledu.org.tw 2002 http://www.cdn.edu.org.tw 2001 http://www.hwc.du.org.tw 2002 http://www.ultra.hsjh.edu.tw 2002 http://www.ztha.edu.tw 2003 http://content.edu.tw 1988 1997 2001 2002 2003 2002 8 2002 3 2002 4 2002 4 2003 5 1999