協助社區弱勢學生陪讀班老師於弱勢學生的數學補救教學工作之行動研究

本研究以臺中市某社區的一個弱勢學生陪讀班作為研究場域，透過行動研究法探討研究者協助陪讀班老師於弱勢學生數學補救教學工作的歷程與省思。本研究包含四個研究重點，首先是了解陪讀班老師於弱勢學生數學補救教學工作的困境，其次是探究實施「協助陪讀班老師於數學補救教學工作之行動」的困境與解決策略，最後是研究者與陪讀班老師的專業成長與省思，在行動研究過程中，採用教室觀察、共同討論記錄、訪談記錄以及研究日誌等方式蒐集資料。在研究過程中，研究者與陪讀班老師因應陪讀班課輔工作的實際需要以及考量弱勢學生的學習需求，採用「陪讀班老師主教全班學生，研究者依陪讀班老師安排來個別指導學生」的方式，研究者協助陪讀班老師於數學補救教學工作的歷程中，實施符合陪讀班老師實務工作需求的行動策略來協助陪讀班老師於數學補救教學工作，過程中，研究者經歷了協助心態的轉變，並了解到研究者需保持彈性與機動性來協助陪讀班老師於數學補救教學工作，以因應陪讀班老師可能隨時變動工作任務的實際情形，和陪讀班老師也從原來陌生至漸漸地能彼此了解與建立良好溝通互動的關係，最後，本研究也幫助研究者和陪讀班老師在專業上能有所成長。

關鍵字

弱勢學生；陪讀班；數學補救教學；行動研究

並列摘要

In this study, a disadvantaged student acquaintance in a community in Taichung City was used as a research field. Through the action research method, the researcher assisted the accompany class teacher in the process of math remedial teaching. This study contains three research priorities. First, it discusses the situations and problems of accompany class teachers in counseling the disadvantaged students in mathematics learning, followed by the professional growth of the researcher and accompany class teacher, and finally explores the researcher's assistance to accompany class teachers in mathematics remedial teaching work for students. The effect of mathematics learning. During the research process, information was collected in the form of research logs, common discussion records, interview records, and student questionnaires. Throughout the course of the study, the researcher and the accompanying class teacher took the appropriate assistance in the actual needs of the attendant class as well as the needs of the student. During the process, the researchers experienced a change in the attitude of assistance, and the teachers of the accommodating classes involved in the study became unfamiliar with the students and gradually understood and established a good interactive relationship. At the same time, through the course of action, researchers and accompany class teachers have grown professionally. Assisting the attending class teacher in the implementation of the mathematics remedial teaching exercise has a positive influence on students' mathematics learning.