國民小學實施「攜手計畫－課後扶助方案」之研究－以臺北縣乙所小學為例

A Case Study on the Implementation of "Hand-in-Hand After School Tutoring Program" in an Elementary School in Taipei County

吳佳儒(Chia-Ru Wu)

指導教授 ： 吳明清

淡江大學/教育學院/教育政策與領導研究所碩士班/碩士(2009年)

https://doi.org/10.6846/TKU.2009.00579

摘要

為期日後關於補救教學的政策與措施更加完善周延，以適時協助學習弱勢者克服其學習障礙，並給予其積極性的照顧，進而實現社會公平正義與教育機會均等的目標，有關扶助學習弱勢者的相關政策與措施，值得深入探究。
本研究以台北縣實施「攜手計畫－課後扶助方案」的乙所國民小學作為研究對象進行個案研究，研究焦點為該所小學實施「攜手計畫－課後扶助方案」的運作過程、所遭遇的困難及其因應對策、方案參與者所提的建議等內容。依據研究目的，研究者透過訪談、參與觀察及文件分析等方式蒐集資料，作為分析與討論之依據。
依據研究結果，本研究歸納下述結論：
一.攜手計畫之實施在學校行政方面運作切實。
二.教師能顧及學生學習需求與行為表現而彈性調整課程內容、教學與評量方式。
三.教育行政機關對攜手計畫方案之補助經費略顯不足。
四.教師之補救教學技巧尚有不足，因而影響其教學效能。
五.學校行政人員認為行政機關應辦理教師增能研習活動，並擬訂學校行政人員獎勵措施。
六.教師認為學校應提供充足的行政與教學資源，並主動關心教師之教學需求。
七.教師認為應兼顧學生學習成效之質與量的進步，並加強輔導學生之心理層面。
依上述研究結論，提出若干具體建議，以供教育行政機關、學校行政單位、攜手計畫教學人員及後續相關研究參考。

關鍵字

攜手計畫 ； 課後扶助方案 ； 補救教學 ； 方案評估

並列摘要

This case study aimed at analyzing the implementation of the "Hand-in-Hand After School Tutoring Program"in an elementary school in Taipei County. There were three dimensions of the implementation process explored, including the operational process, the difficulties and their solutions, and the suggestions proposed by the program participants. Document analysis, field observation and interview were used for the data collection.
Based on results of research, conclusions of this study were summarized as follows：
The program worked effectively on the aspect of school administration.
Teachers could consider the learning needs and behaviors of students and reorganize the learning content through teaching or evaluation methods.
The financial budget for the program sponsored by authorities of educational administration was insufficient.
Teachers’ skills of instruction seemed not adequate enough, thus teaching efficiency was limited.
The program participants suggested that the educational administrative authorities should provide some training activities for teachers and set up incentive system for school administrators.
The program participants suggested that school should provide sufficient resources in both administrative and teaching aspects. Besides, school should take care about the needs of teachers actively.
The program participants suggested that teachers should not only care about the quality and quantity of students’ learning result but also strengthen counseling for students in psychological aspect.
According to conclusions mentioned above, this study proposed several specific suggestions for educational administrative authorities, schools, the program participants and further researchers.

並列關鍵字

hand-in-hand after school tutoring program ； remedial instruction ； program evaluation

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