學校課輔教師教學信念與行為之研究-以桃園市中壢區L國小為例

在少子化的趨勢下，各國民小學依據教育部規定成立課後照顧服務，以支持婦女婚育、促進兒童健康成長、使父母安心就業為目的。根據兒盟（2012）調查發現，台灣目前有近八成(79.9%)三、四年級學生參與學校或校外所安排的課後安親、課輔與才藝學習等活動，許多研究認為教師的教學信念會影響其教學策略選擇、教學任務界定、實務知識運用及教學問題處理。然教學信念常隱藏在個人的潛意識中，本研究認為要落實課後照顧服務，宜採用個案研究法，深入釐清與探討課輔教師教學信念與其行為間的關係。本研究以開放性問卷訪談三位不同屬性的課輔教師，研究發現課輔教師的教學信念雖略有不同，但大都以促進學生學習為依歸；課輔教師的教學行為雖因教學對象不同而有差異，但大都以「讓學生在管教約束中學習，在輔導關愛中成長」的教學具體行為呈現；教學信念與教學行為雙向互相影響。

關鍵字

課後輔導；教學信念；教學行為

並列摘要

With the trend of families having fewer children in our society, elementary schools in Taiwan have established after-class counseling sessions in accordance with regulations of the Ministry of Education, which was set forth to support marriage, create healthy growing environment for children, and help parents manage their careers. A research by the Child Welfare League Foundation in 2012 indicates that up to 80 percent of 3rd to 4th graders participate in after-class counseling activities held either on or off campus. Previous research believe that a teacher’s decision of teaching strategies, boundaries of teaching roles, application of knowledge, and also solution to teaching problems, are profoundly affected by his or her beliefs of teaching. However, one’s teaching beliefs is often hidden deeply in one’s sub-consciousness. This study takes place by using open-ended questionnaires on three different types of after-class tutors in attempt to investigate how a tutor’s teaching beliefs associates with his or her teaching behavior. Results suggest that, although having slight differences, teaching beliefs of after-class tutors are essentially the same, that is, to “Allow students to learn and grow in caring discipline.” Teaching beliefs and teaching behavior affects one another.