運用「學習站」於國小英語補救教學之個案研究

本研究旨在探討學習站補救教學模式對國小英語學習低成就學生學習成效及學習興趣的影響。研究方法採質性方法的個案研究，研究對象為新北市一所國小六年級五位英語攜手班的學生。研究者運用學習站模式設計英語補救教學課程，對個案進行五次的學習站實驗教學，為了解個案英語學習的先備知識，在課程實施前先進行學習前測，並以教育部國小英語科補救教學基本學習內容為教材藍本，設計出符合個案程度的學習站教學方案。研究過程中，研究者以教室觀察錄音、個案學習回饋表、訪談、省思札記、觀課教師教學觀察表、學生文件資料等方式做相關資料的蒐集與分析，以探討個案學生對於英語的學習成效與學習興趣是否改變。研究結果如下：一、學習站的課程設計能引導學生養成自主學習的模式，並有助學習成效的提升。二、學習站所營造的學習環境，有助同儕間的良性互動。三、多樣化的學習活動設計，讓學生能維持高度的學習興趣。最後，研究者根據研究過程做檢討及反思，並提出未來研究方面的建議。

關鍵字

學習站；英語補救教學；低成就學生；個案研究

並列摘要

This study aims to explore the impact of the learning station remedial program on the learning efficiency and interest of underachievers in English learning. In this study, a qualitative research method was used. The subjected consisted of five underachieving sixth graders from an elementary in New Taipei City. The researcher used the learning station model to design an English remedial teaching course. The participating students underwent five rounds of learning station-based-teaching. To determine the student’s prior knowledge of the English language, a pretest was conducted before implementing the program, and a teaching plan appropriate for the student’s proficiency level was developed based on the Ministry of Education’s Basic Contents for Remedial Elementary School English Learning. During the research, to determine whether any changes occurred to the student’s learning efficacy and interest in learning English, data collected from classroom observation, interview, reflective journals, and students’ documents were analyzed. The major findings are summarized as follows: 1. The learning station-based curriculum design was effective at guiding the student in establishing self-learning habits, and furthermore, it enhanced the student’s learning efficacy. 2. Learning station-based teaching created a learning environment that was conducive to positive peer interaction. 3. Diverse learning activities maintained the student’s learning interest at a high level. Finally, the researcher reflected the study and proposed some suggestions for further study.