師資生執行數學科補救教學之個案研究

由於過往的教學方式無法有效的提升學生學習意願，使得學生的學習成效不彰，導致學習興趣低落，因此設置補救教學，希望能夠重新提起學生對於學習的興趣，進而改善課業問題。本文以個案研究的方式，探究師資生於補救教學過程中之授課狀況及師生之間的互動，以觀察師資生執行補救教學後的影響。此次參與補救教學的對象為四名國中七年級學生，實施一個學期四個單元的數學教學。根據研究者的觀察，並分別與該科資深教師及該名師資生進行教學方法的討論後，發現先了解學生的個別程度，並適時站在學生的角度放慢教學步調，將有助於教學的進行。補救教學過後，參與的學生們在學習上轉為較主動積極的參與者與思考者，因此可發現本次的補救教學由師資生來執行，師資生與學生均有所成長。研究最後提供些許建議以供未來研究者及教學工作者做為參考。

關鍵字

師資生；補救教學；個案研究

並列摘要

The remedial teaching has been provided at junior high schools in Taiwan for years. The purpose of remedial teaching is to diagnose students’ learning difficulties and develop appropriate ways to help students learn better. In this paper, the data used in this study is collected by the sound recording of semistructural interviews. The main purpose of this study is to present a case study that explored the teaching methods of the teacher education student and the student-teacher interaction of remedial teaching. The participants in the remedial teaching were four junior high school students that participated in mathematics remedial teaching of one semester. According to the researcher's observations and the discussions with the senior teachers of mathematics and the teacher education students, we found that if the teacher can understand the individual degree of learning of the students and timely slowing down the tempo of the teaching from the perspective of the students, it will help the teaching going on. After the remedial teaching, students were more actively involved in the course and began to think independently. Therefore, it can be confirmed that the remedial teaching is effective by the teacher education students. At the last, this study gives some suggestions and reference for future researchers and teaching staff.