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  • 學位論文

偏鄉遠距課輔補救教學實施現況之研究─以南投縣為例

Remedial Instruction through Long-distance tutoring in Remote Areas:the Case Study of Nantou County

指導教授 : 董娟娟

摘要


摘要: 隨著全球化的腳步加快,城鄉的經濟差距也日益擴大,相對的使偏遠地區的居民,處於文化不利的環境,也因鄉村地區學習競爭普遍較都會區弱、文化刺激也比較少,極可能影響偏鄉國小學童的學習意願。因此本研究以南投縣國中小為例,透過實地的參與觀察和訪談,了解偏鄉國小實施遠距補救教學對弱勢學生學習輔導的影響,並瞭解偏鄉國小實施遠距補救教學面臨的問題及其差異性,最後聚焦在課輔最重要的任務----補救教學的實施成果。 本論文採用的研究方法包括參與觀察法與訪談法,藉由執行國小學童課後輔導課程之過程來探討遠距補救教學相關問題。參與者包括研究者本身、學童、家長、學校老師等。研究者以課輔志工角色參與觀察並透過訪談資料的分析,回應本研究的提問。研究者藉由與參與者之對話,深層反思遠距補救教學的整體性,打破既有從專家角色自居之思維,重新建立開放且多元發展之專業角色,從中獲得知識及成長。 從研究結果發現,課輔學生、家長、老師、大學生學伴等在許多面向都各有成長,不一定就是課業成績,有些更且是付出與感恩的心靈成長經驗,但這些成長代表著多少可即刻計算出來的成效或效益?例如政府投入了大量的課輔資源,回收了多少?像這類的問題,本研究無法回答,如果教育相關單位重視的是可計算的教育產出,建議未來的研究改以效益指標,檢驗這類的問題。

並列摘要


Abstract With the accelerating pace of globalization, the economic gap between urban and rural areas is also increasing. Residents in remote areas have been living in adverse cultural environment because competitive learning in rural areas is usually weaker than that of urban areas. Cultural stimulation is relatively weak; it is most likely happened to children who study in rural primary school. In this study, the cases include in, two elementary schools. Information collected through in-depth interviews could solve questions raised by the author. Therefore this research take the Nantou junior high school and the elementary school as an example .Through participant observation and interviews, the author understood the partial implementation of remedial instruction for disadvantaged students in remote elementary schools. To narrow down the rural-urban education gap, the influences of distance remedial instruction were also investigated. This research finally focused on the most important task, the effectiveness of the implementation of remedial teaching in remote elementary schools. Being the researcher and volunteer tutor at the same time, the author could take the advantages of both identities. Results showed that remote school students, parents, teachers, university students all had certain kinds of growth. For the elementary school students, not just academic achievement but spiritual growth explained the effect of long-distance tutoring of remedial instruction. However, can those be immediately or automatically translated into quantitative output? No! How much does the remote tutor education policy contribute? This study could not answer problems like this. If the public sectors want computable educational output, future research should look for calculable indicators.

參考文獻


參考文獻
中文部分
丁志權(2004)。弱勢學生教育經費編列的現況與展望。台灣教育,626,2-9。
丁志權(2004)。弱勢學生教育經費編列的現況與展望。台灣教育。
王家通(1998)。論教育機會的均等與公平—以概念分析為中心。教育政策論壇。

被引用紀錄


莊雅崴、宋慧筠(2022)。公共圖書館課後輔導對弱勢兒童之影響:以新北市立圖書館為例教育資料與圖書館學59(2),137-167。https://doi.org/10.6120%2fJoEMLS.202207_59(2).0010.RS.AM
陳姵妤(2013)。台灣高中職教育資源配置與經營績效之分析〔碩士論文,朝陽科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0078-2712201314042179

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