偏鄉數位學伴計畫推動的困境與解決策略─ 以傑出帶班教師角度分析之研究

本研究旨在以傑出帶班教師角度分析探究偏鄉數位學伴計畫推動的困境與解決策略，以2018年（最新年度）得獎之全臺灣以及離島的數位學伴傑出帶班教師，為研究對象，以問卷調查法及半結構式訪談法進行研究。研究結果如下：一、偏鄉數位學伴計畫推動面臨五大層面的困境；第一，學生層面的困境：學生返家作業完成度差、學生參加人數變動較大、學生上課狀態不能專心、學生家庭因素影響出席；第二，帶班教師層面的困境：偏鄉小校人力不足；第三，大學層面的困境：大學伴小學伴之磨合不易、大學伴教材不符合學生需求；第四，計畫本身層面的困境：調整學年制為學期；第五，系統層面的困境：系統設備不易即時修復。二、偏鄉數位學伴計畫推動的五大層面策略；第一，「學生層面」之策略：建立群組即時溝通、制定班級上課規範、家長溝通理解互信、即時陪伴課後檢討；第二，「帶班教師層面」之策略：自願長久執行為第一考量；第三，「大學」層面之策略：積極反饋大學伴、大學伴教育訓練；第四，「計畫本身」層面之策略：調整計畫期程；第五，「系統端」層面之策略：教導學生障礙排解、定期更新軟體設備、資訊人員即時支援、大學伴遠端控制、明訂獎懲規範、雙管齊下增強好行為、嚴懲不貸處罰壞表現。三、偏鄉數位學伴計畫推動主要包括三大成效：第一，學習興趣提升；第二，溝通表達提升；第三，打開學生眼界、拓展寬廣視野。四、傑出帶班教師提供之其他策略：傳承帶班理念、傑出教師甄選檔案典範轉移、提升學生能力素養、制訂班級獎勵措施、建立數位學伴支持系統。最後，依據研究結果，提出相關建議，供主管教育行政機關、大學、國小行政單位、帶班教師參考。

關鍵字

偏鄉；數位學伴計畫；傑出帶班教師

並列摘要

This study aims to explore the predicaments and solution strategy on Digital Learning Partner program by Excellent Instructors. The research object includes the winner of 2018 （the latest year） Digital Learning Partner Excellent Instructors Taiwanese and outer island teachers. The methods of the research include questionnaire and interviewing. The principal conclusions of the study are as follows: 1. Five aspects of predicaments: students, teachers, university, the Digital Learning Partner Program, and the equipments. In the aspect of students, the students did not concentrate in class or finish their homework; they did not attend the class continuously due to their family situation so that the numbers of class fluctuated. In the aspect of teachers, there were not enough teacher who could help during the program in the rural primary school. In the aspect of the university, the teaching materials that the College students prepared did not meet the needs of the children. Moreover, it was not easy for a university student to accompany a primary school child. In the aspect of the program, the duration of the progrma is changed from an academic year to a semester. In the aspect of the equipment, the system is not easy to repair immediately. 2. There are stratigies to the five aspects of predicments. First, the students- aspect, set class rules and estabilsh a learning group for instant communication. In addition, teachers should build the mutual trust to parents and provide the companionship and after- school review after class. Second, the teachers- aspect, the will of long-term volunteering is the first consideration. Third, the university- aspect, positive feedbacks should be given to the university partners and the university participants should be trained ahead. Forth, the program- aspect, the period of the program needs modification. Fifth, the equipment-aspect, the strategies are teaching students to solve the problem, regularly updating the software, and getting the instant technical support. Furthermore, the remote control by the Colledge students and the rewarding system could enhence the students’ good behaviors. 3. Three effectiveness of partial school Digital Learning Partner Program are the escalating learning interest, the improved communicative skills, and the eye-opener for the students. 4. Other strategies offered by Digital Learning Partner: Firstly, pass the concept and methods of class management and the outstanding teaching models on to future participants. Secondly, improve the competencies of students. Last but not least, offer some incentives in class and establish a Digital Learning Partner support system. In the end of this study, the researcher provides concrete recommendations based on the research results for education authorities, university, administrative unit of primary school, and room teachers.