育幼院兒童參與數位學伴計畫之個案研究-以桃園某育幼院為例

摘要本研究採用個案研究法探討桃園某育幼院兒童參與數位天使志工課輔計畫的歷程，同時了解課輔計畫對育幼院兒童之自我概念的影響，本研究的數位天使志工課輔執行期間為2017年3月到2017年6月，參與者為參與課輔的四位育幼院小學伴、四位大學伴、帶班老師、社工與機構負責人，透過訪談、課輔日記與帶班老師觀察記錄表資料分析後，加以歸納得到以下結果：ㄧ、課輔中大小學伴建立關係是重要的，課輔過程中要共同克服-教學媒材穩定性問題、小學伴的上課情緒問題。二、研究結果發現小學伴的本身特質會影響課輔的順利度。三、數位天使志工課輔計畫對育幼院小學伴的自我概念有影響-尤其在學業我、能力我、情緒我及生理我影響較大，故大學伴應著重於關心小學伴的情緒，有助於提升學業我和能力我。關鍵字:自我概念、育幼院、數位學伴

關鍵字

自我概念；數位學伴；育幼院

並列摘要

Abstract This study adopts a case study method to investigate the history process of children in a foster home of Taoyuan participated in after-school e-tutoring program,and understand the impact of after-class e-tutoring program on the self-concept of children in the foster home. The participants volunteers in the this study were included four foster home juniors, four university associates, class teachers, social workers, and institutional leaders. We summarized the following conclusions through the data analysis of interviews, lesson aid diaries, and teacher observation record tables with class teachers. 1. It is important to establish the relationship between foster home children and The instructor of university, and it is necessary to jointly overcome the problems of the stability of teaching media and the mood of classmates in class. 2. The results of the study found that the nature of orphanage students will affect impact on the smoothness of class assistance. 3. The after-class e-tutoring has an impact on the self-concept of the children in a foster home - especially in academics, abilities, emotions, and physiology. The instructor of university should focus on the emotions of foster home children, to improve academic ability and emotions ability. Key: after-school e-tutoring program forster home self-concept