| dc.description.abstract | The purpose of this research is to understand the social capital and learning status of the students in rural Hakka villages, and to explore the impact of social capital on their learning. A case study of an Elementary School in rural Hakka villages in Guanyin District, Taoyuan City was adopted as the research method. Semi-structured interviews were used to conduct qualitative research. School administrative teachers, home room teachers, parents and students were invited to receive respectively. Besides, the self-compiled questionnaire about “the Learning and Living Status of the Students in Rural Hakka Villages in Remote Areas” is also a research tool. A questionnaire survey was conducted among 45 students in the school, and these 45 questionnaires were collected. Then, the researcher analyzed the qualitative data from the interviews and the quantitative data from the questionnaires. The main research results are as follows:
1.The students in rural Hakka villages have relatively negative learning attitudes, and their learning achievements are generally not high.
(1)Due to insufficient cultural stimulation in rural areas, and a lack of competitiveness among the peers, the students have weak learning motivation.
(2)The students in rural areas rarely have good study habits, so they do not have the same learning abilities as their counterparts.
2.The social capital of schools in rural Hakka villages is quite adequate, which helps students’ learning performance.
(1)The teachers in rural areas focus on the learning needs of their students, and the relationship between teachers and students is good, which is helpful to correct the learning attitude of these students.
(2)The rural schools provide their students with rich and diverse social resources to satisfy the needs of the students at their learning stage.
3.The social capital of families in rural Hakka villages is relatively insufficient, which greatly affects the learning performance of children.
(1)The parents in rural areas seldom accompany their children when they study, so it is difficult for the children to learn at home like what they do at school.
(2)The parents in rural areas have expected their children to perform well in learning, but they do not really play a good role in family education.
4.The social capital of families in rural Hakka villages is relatively weak, but schools and social resources provide active assistance and have supplementary functions in children learning.
Finally, based on the above research conclusions, specific suggestions are made for rural schools, teachers, parents, and students, as well as related educational institutions, so that the world will face up to the problems of rural education. | en_US |