「攜手計畫－課後扶助方案」實施歷程與成效之研究

A Study of Implementation Process and Results of the "Hand-in-Hand Project: Education Support for Disadvantaged Child"

李孟峰(Meng-Feng Li) ； 連廷嘉(Ting-Chia Lien)

《教育實踐與研究》 23卷1期 (2010/06) Pp. 115-143

https://doi.org/10.6776/JEPR.201006.0115

摘要

本研究旨在探討晚近台灣推動「攜手計畫－課後扶助方案」之實施歷程與成效，研究者以台東縣一所國小作為個案研究的對象，深入瞭解其實施歷程；亦完成一至六年級之國語科及數學科能力檢測卷，兼採準實驗設計，進而評估其51位受輔學童的學習成效。所獲得之結論如下：(1)個案學校其課後扶助之實施係以「補救教學為主，作業指導為輔」之方式，由課扶教師針對受輔學童的國語科與數學科予以加強，並積極引發其學習動機、增進其學習信心。(2)此方案之實施，對於一、二、四、六年級受輔學童的國語科基本能力有顯著之提升；而對於二、四、六年級受輔學童的數學科基本能力亦達顯著提升之效果。整體而言，受輔學童的學習成效普遍有所成長與進步。

關鍵字

補救教學 ； 課後扶助 ； 學習動機 ； 攜手計畫

並列摘要

This study aimed to investigate the implementation process and results of the ”Hand-in-Hand Project-Education Support for Disadvantaged Child” recently promoted in Taiwan. An elementary school in Taitung County was selected to explore the implementation process of this project. Chinese and Math competence test sheets for students in Grade 1~6 were also designed to assess the learning outcome of 51 pupils participating in this project based on a quasi-experiment design. Conclusions were as follows: 1. This project aimed at ”providing pupils with remedial instructions while also helping them with their homework.” The teachers assisted the pupils in their learning of the Chinese and Math subjects and also endeavored to induce their learning motivation and increase their learning confidence. 2. Grade 1, 2, 4, and 6 Pupils who participated in the project had significant improvements in their Chinese language, while grade 2, 4, and 6 pupils had significant improvements in Math. Pupils who received remedial instructions under this project showed overall growth and progress in their learning outcomes.

並列關鍵字

remedial instruction ； education support for disadvantaged child ； learning motivation ； Hand-in-Hand Project

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