桃園縣攜手計畫實施現況及對學生學習成效之影響
－以龍潭鄉C國小為例

本次研究目的旨在探討近年來台灣推動「攜手計畫－課後扶助方案」之實施現況與對學生學習成效之影響。研究者以桃園縣一所國小作為個案研究的對象，深入瞭解其實施歷程，並完成教育部攜手計畫科技化評量系統二至六年級之國語科及數學科學習能力測驗，最後蒐集參加此計畫之學生的國、數兩科前、後次測驗成績進行分析比較，所獲得之結論如下：(1)個案學校實施攜手計畫以數學科補救教學為主，國語科為輔，針對學生的個別差異予以指導，縮短與同儕之間的學習落差。(2)參加此計畫學生的各項成績，明顯比未參加任何課後輔導的學生高。(3)接受補救教學的學生，國語科並無顯著差異；數學科達顯著提升的效果。(4)母親國籍、父母的教育程度、學生身分與參加期數，對於學習成效並無顯著影響。(5)女生經過輔導後，國、數兩科成績都比男生進步多，且國語科達顯著效果。整體而言，此方案的推行能提昇學習低成就學童的學習成效，弭平學習落差，確保學生基本學力與學習品質，是有其絕對的正面意義。

關鍵字

攜手計畫；補救教學；攜手計畫科技化評量系統；學習低成就；學習成效

並列摘要

The purpose of this study was to investigate the implementation of“After School Alterative Program” and effect that it influences students’ learning effect. The subjects were students who studied in Grades 2~6 of an elementary school of Taoyuan County. The researcher demanded the subjects completing learning ability test, derived from science and technology assessment system of Ministry of Education, in Chinese and Math. After finishing the test, we tried to understand the course of implementation indepth. Comparing the pre-test and post-test of the students who participated in the plan and who didn’t, we concluded that (1) students who had participated in the plan had higher scores than those who had not (2) there was significant progress in all the students’ average scores both in Math and Chinese, but Grades 2 (3) students’ status, background, and gender difference had no significant influence on learning effect. Overall, the plan was able to enhance the learning effect of low-learning-achievement students, and offset the learning gap. So the plan was meaningful to students and made sure that students could learn the basic ability and teachers could maintain the quality of students' learning effect.