學習低成就學生接受補救教學改善策略之研究

補救教學乃是基於教育公平與正義的一項教育資源，以及推動十二年國民基本教育實施計畫下，針對學習低成就或是弱勢等學生族群，為確保其能擁有基本學科能力所制定推動的政策。基於此研究背景與動機，本研究主要目的有三：一、瞭解當前補教教學計畫實施現況；二、探討學習低成就學生的學習態樣之潛藏規則；三、提出改善學習低成救學生接受補救教學之策略。研究者係依據PISA 2012評量測驗結果為資料來源進行分析，在不同情境脈絡中，瞭解個體解決數學問題的能力，再藉由描述、建模、解釋與預測不同現象來瞭解其數學素養。根據文獻探討結果，本研究將影響學生學習低成就的表現分成三大層面：一、學習投入層面，包括學習動機、專注力、數學自我概念、數學自我效能與數學焦慮變項；二、學習互動層面，包括師生互動與課堂管理變項；三、教育資源投入層面，包括社經文化地位與家庭教育資源變項。後續再就此三大層面進一步分析，並提出相關建議與改善策略，讓補救教學政策能發揮更大的效益，縮短學生學習間的表現差異。本研究旨在探討臺灣15歲學生其學習低成就的學習態樣，以PISA 2012資料庫臺灣學生問卷為主要分析對象，共6,046名學生樣本數，利用資料採礦為主要的研究方法，透過決策樹的分類來找出學生學習低成就的學習態樣之分類與潛在規則，進而發展後續改善策略。研究結果發現，須接受補救教學者，主要為社經文化背景較為弱勢，或是家庭教育資源不足的子女。推究其原因，係家庭無法提供較完善且多元的教育資源，導致子女在學習的起點上落後，所以必須透過學校的各項教學資源來彌補，以落實教育公平的教育理念。其次，師生互動關係亦有顯著的影響，故應建立良好的師生關係，教師能傾聽學生的問題，適當給予關心及輔導，有助於教師在班級的經營與管理，提升學生對教師的認同度；另外，課堂管理的掌握也是影響學生學習的變項之一，有良好的課堂環境與氣氛，有助於教師的教學活動發展，學生也更專心地學習不受干擾。本研究依據研究結果與討論提出三點建議：一、現行補救教學政策符應教育公平正義理念，但在實務執行面應充實師資人力與學校教育資源；二、影響學習低成就學生學習態樣首要考量社經地位、家庭教育資源、師生關係與課堂管理變項；三、改善補救教學策略與配套措施可運用學校資源及形塑良好且正向的師生關係。最後，爰針對教育行政機關、學校與教師及未來研究者提供研究建議。

關鍵字

PISA 2012 ；補救教學；資料採礦；學習低成就；學習態樣

並列摘要

Remedial istruction originated from the educational equity and justice. It is the policy under 12-year public education program for underachievers or disadvantaged students to ensure they have basic learning competence. The purposes of this study are stated as follows: 1. To understand the current situation of the implementation of remedial instruction. 2. To explore the hidden rules of underachievers’ learning patterns. 3. To suggest the remedial instruction strategies for underachievers. The data were collected from PISA 2012 assessment which was to denote the individual’s mathematics capacity in a variety of contexts. Further, this study can understand one's mathematics literacy through description, modeling, explanation and prediction of diverse phenomena. Based on the previous literatures, the factors which affected underachievers’ performance were divided into three phases: 1. The aspect of learning engagement. It invloved the variables of learning motivation, attention, mathematics self-concept, mathematics self-efficacy, and mathematics anxiety. 2. The aspect of learning interactions. It involved the variables of teacher-student interactions and classroom management. 3. The aspect of educational resource inputs. It involved the variables of socio-economic and cultural status and home education resources. These aspects were further analyzed in the following section. And this study would provide relevant suggestions and improvement strategies in order to maximize the benefits of remedial instruction policy and decrease the performance differences among students This study investigated 15-year-old Taiwan underachievers' learning patterns. The analysis targets, 6046 students, were obtained from 2012 PISA Student Questionnaire of Taiwan. Data mining was the main research method. Decision tree classification was used to discover the classification and the hidden rules of underachievers' learning patterns. The result revealed that the students who needed to take remedial instruction were those who lacked of family education resources or from low socio-economic and cultural status backgrounds. The underachievers were possibly because their family could not provide them with diverse educational resources. In order to carry out the idea of educational equity, we should make up that through various school resources. Next, teacher-student interactions had great influence on students' learning. Establishing good relationships between teachers and students is important. It was also helpful to teachers in their classroom management and being recognized if they could listen to their students and provide appropriate care and counseling. In addition, effective classroom management was another variable which influenced students' learning. Having good environment and atmosphere in class was helpful not only in developing teachers' teaching activities but in students' attention in learning without interference. The finding offered three suggestions which were stated as follows: 1. The remedial instruction policy should meet equity and justice in education. Besides, the educational resources and remedial teachers should be increased. 2. The influences on underachievers' learning patterns which involved variables of socio-economic status, family education resources, teacher-student relationships, and classroom management should be taken into consideration. 3. We could improve remedial teaching strategies and related supporting measures by applying school resources and building good and positive teacher-student relationships. Last but not least, the above suggestions were proposed to be helpful to education administration authorities, schools, teachers, and future research.