參與線上課業輔導之敘說探究：弱勢學生、偏鄉教育、線上課輔之經驗省思

A Narrative Inquiry of Participating on an Online Tutoring Program: Reflections from Disadvantaged Students, Rural Area Education and Online Tutoring

黃元彥(Yuan-Yen Huang) ； 劉旨峯(Eric Zhi-Feng Liu) ； 黃瓊葦(Chiung-Wei Huang)

《國立臺灣科技大學人文社會學報》 8卷3期 (2012/09) Pp. 189-216

https://doi.org/10.29506/JLASS.201209.0001

摘要

研究者本人參與線上課業輔導教學，以經驗敘說的角度闡述課輔過程中的成長、銳變、挫折和未來的改進。透過線上課輔日誌、自行設計的課輔教材以及學伴間的對話文本，進一步詮釋線上課輔活動中的內隱性知識，在一整個學期的參與中，研究者自己由生手逐漸變成專家，熟能生巧地了解如何調整教材內容、教學程序、教學引導和師生互動；除了在遠距課輔環境中持續培養其教學專業外，科技工具的使用、文化同理及情意因素考量也是維繫線上課輔品質之關鍵。針對自身過去實際投入偏鄉服務的經驗，加上本次所擔任的遠距課輔大學伴一職，再次重新建構自己對於弱勢學生、偏鄉教育與線上課輔活動的理解。

關鍵字

線上課業輔導 ； 偏鄉教育 ； 弱勢學生 ； 敘說探究

並列摘要

The researcher, as the central figure in this study, specifically expounded his views on the growth and setback of teaching processes, and participated in the after-school homework tutoring. The researcher deeply interpreted the implicit knowledge from online tutoring by exploring the tutor's teaching diaries, online teaching materials, and discourse between tutor and student. At the end of the semester, the central figure turned a novice into an expert and eventually mastered the adjustment of teaching materials, teaching procedures, teaching directions as well as teacher/student interaction. In addition to developing teaching specialties in long-distance education, the use of technology, cultural empathy and affective factors were key factors to maintain the quality of the after-school homework tutoring. The researcher reconstructed the new comprehension of disadvantaged students, rural area education and online tutoring when incorporating previous experience into the online tutoring program.

並列關鍵字

online tutoring ； rural area education ； disadvantaged students ； narrative inquiry

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