國民中小學課後方案實施現況之研究：以澎湖縣為例

本研究以澎湖縣為例，旨在了解現階段國民中小學教師課後方案實施的現況、成效與困難，並分析不同背景教師在課後方案的現況、成效與困難的差異情形。採用問卷調查法，共發放有效問卷336份，所得資料分別以次數分配、百分比、平均數及獨立樣本t檢定等統計方法進行資料分析。本研究結果包括：一、國民中小學課後方案之師資來源以班級導師為主，班級成員主要以原班級學生為主，班級人數以7～15人為最多，課程設計以個別指導、補救教學為主，使用教材則以教科書為主，授課時間以週一至週五放學後的時間最多。二、教師有高度意願擔任授課教師，願意擔任的主因大多為加強學生課業與提升學業成就。三、在課後方案活動的特色方面，教師認為「教育優先區課業輔導」與「攜手計畫—課後扶助方案」最大的特色是增加學生學科基本能力，「國小課後照顧」是減輕家長負擔，「夜光天使點燈」則是提供弱勢學童課後照顧。四、在實施成效部分，教師普遍認為以「教材內容」為最高，在「學習成效」方面則為最低。五、不同教育背景、學校規模、學校地區以及不同職務的教師在課後方案實施成效有明顯的不同。六、在實施困難部分，教師普遍認為「教學方式」為最高，在「政策執行」方面則為最低。七、不同年齡、教學年資及學校規模的教師在課後方案實施困難上有明顯的不同。

關鍵字

實施成效；實施困難；課後方案

並列摘要

The purpose of this study was to understand the status, effects, and difficulties of implementation of after-school programs for Penghu County elementary and junior high school teachers at the present stage, and to analysed the differences in after-school program status, effects, and difficulties among teachers with various backgrounds. A questionnaire survey method was employed in this study, and 336 valid questionnaires were distributed. The acquired data were analyzed using statistical methods, such as frequency distribution, percentages, means, and an independent sample t-test, to obtained the following results: 1. Teachers in elementary and junior high school after-school programs were primarily homeroom teachers, and the class members were primarily students from the original class. Most classes had to students. The curriculum designed is primarily based on individual tutoring and remedial instruction, and the primary teaching material was text books. The majority of the after-school program class time was during after school hours between Monday and Friday. 2. Teachers had a high willingness to accept after-school program classes, and the primary reason for this willingness was to enhance student schoolwork and increase learning achievement. 3. Regarding the characteristics of after-school program activities, teachers involved with the Educational Priority Area Plan and Hand in Hand Project believed that the most significant characteristic of the activities was to increase the basic subject abilities of students. Teachers of the After-School Care Program believed that the activities lessen parents' burdens, and teachers of the Luminous Angel Lighting Program believed that the activities provide care for disadvantaged children after school. 4. Regarding the implementation effects, teachers generally believed that the teaching material content showed the most effects and the learning effectiveness showed the least effects. 5. Teachers of different educational backgrounds, school sizes, school regions, and positions exhibited a significant difference regarding after-school program effects. 6. Regarding implementation difficulty, teachers generally believed that teaching method showed the highest difficulty, and policy implementation showed the lowest difficulty. 7. Teachers of different ages, years of teaching experience, and school sizes exhibited a significant difference regarding after-school program implementation difficulties.