實體課輔對桃園市偏鄉孩童學習行為之研究

教育部為解決偏鄉學校教育條件不利的問題規劃許多學生課業輔導方案，其中包括了針對交通不便與資源匱乏地區設計的「數位學伴線上課業輔導服務」，而相關的學術研究也隨之產生，本研究為陳筱櫻（2018）探討線上課輔學童學習行為之歷程及其執行上問題之延續性研究，藉以發現線上課輔與實體課輔學生學習行為的差異，也指出實體課輔的學生學習行為之歷程、實體課輔教學現場所面臨的挑戰，以及研究者為偏鄉學童歸納合適的課輔模式。研究者蒐集實體課輔學生上課的錄影資料，依照Graesser、Person與Magliano（1995）提出的實體一對一家教輔導教學步驟修改成為本研究所應用於編碼時的實體一對一課輔編碼架構表，並使用Bakeman、Gottman（1997）提出的序列分析法檢視實體課輔學習行為中顯著轉移的行為模式，將本研究整理出來的實體課輔學習行為模式與陳筱櫻（2018）研究發現的線上課輔學習行為模式比較兩者之差異，配合實體課輔學生之訪談資料探討實體課輔尚存在有改進空間的問題，最後提出研究者對於偏鄉學童合適之課輔模式的看法。本研究結果發現，線上課輔學生較多時間在與老師對答，實體課輔學生則多在自行練習題目。在陳筱櫻（2018）的研究中，線上教學平台沒有監控學生畫面的功能，老師很難在第一時間察覺學生的分心行為並加以制止，實體課輔學生進行與課堂無關的事情大多是在課堂的空白時間，而部分的分心行為則是老師發現的當下即予以制止。學生參加實體課輔的意願低，下課後複習的時間少，造成學生回到學期中上課就忘記課輔的內容，配合線上課輔的非同步模式、線上任務式作業及追蹤學生學習狀況的診斷測驗，延續課輔的學習時間及提升學習效果。實體一對一課輔的授課效率比較好，老師的協助和當下及時的反饋，使學生有效地參與課程、積極投入討論及學習反思，實體課輔與線上異步學習的結合使學生能專注地學習、建立師生情誼，不僅增加學習方式的多樣性也提高學生的學習意願。

關鍵字

實體課輔；偏鄉孩童；序列分析

並列摘要

In order to solve the unfavorable educational conditions in rural areas, the Ministry of Education of the Republic of China designed “E-tutoring Project.”Chen (2018) analyzed the behavior patterns and the problems on online synchronous tutoring, and this research is the comparison of extensive research of her thesis. The coding table was adapted from Graesser, Person and Magliano’s (1995) physical one-on-one tutoring teaching procedures. The research organized the behavior patterns on face-to-face tutoring by using the sequential analysis. Moreover, the research pointed out the problems of face-to-face tutoring, and summarized an appropriate tutoring program for the suburban students. The results showed that the online tutors communicated with the students most of the time, and the students in face-to-face tutoring spend most of their time on drill practices. Without a surveillance system on the e-tutoring platform, the online tutors were hard to notice and restrain the students’ distraction. In face-to-face tutoring, the students’ distraction occurred in a state of class transitions, and some students’ distraction were stopped immediately by the teachers. The research also pointed out that the asynchronous online tutoring increased the diversity of learning methods, extended learning hours, and also enhanced the learning effect. The face-to-face tutoring improves the efficiency in taking courses, because the teachers’ assistance and the interactive response held students’ attention. Therefore, the researcher suggested that the combination of face-to-face tutoring and asynchronous tutoring is a suitable way of tutoring for the suburban students.