~放學花路米~一位國民小學二年級校內課後照顧服務班教師方案設計之行動研究

李瑞英

doi:10.6846/TKU.2013.01216

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~放學花路米~一位國民小學二年級校內課後照顧服務班教師方案設計之行動研究

~Follow Me After School~An Action Study on the Design of a Teacher’s Program of After-School Caring Service for Grade 2 Students in an Elementary School

李瑞英 , Masters　　Advisor：薛雅慈　　

繁體中文 DOI： 10.6846/TKU.2013.01216

課後照顧服務；課後照顧服務方案設計；行動研究； After-school caring service ； After-school caring service program designing ； Action research

Abstract │ Reference (152) │ Altmetrics

Abstract 〈TOP〉

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The study was to learn how an After-school Caring Service Teacher program for grade 2 students in an elementary school through the design and implementation of a multiplied teaching program, to enrich the service contents of the after-school caring service. The research subjects of the study were the grade 2 students of an elementary school in Taipei City, who were joining an after-school caring service program of that school. 
    The research method adopted in the study was action research. The researcher with her partners and the supervising administrator, from the three pre-set reference courses of“Picture Books of Character”,“the Joyful Physical Fitness”and“the Creative Aesthetic Labor”, formed a series of actions including the design, implementation, assessment, review and recommendations, with the hopes that the students, in addition to the making of the homework and subject guidance, would explore their extra-curriculum activities to promote the growth of character and to raise the interest of learning and the enlightenment of creativeness. We also hope that with this study, we can further understand the problems the teachers facing and their solutions, and we might gradually constitute a usable and effective after-school caring service program through reflection and correction. We concluded our data-analysis as follows:
1.The diversified after-school caring service program would help to raise the percentage of homework-completion.
2.A proper time-frame for the after-school caring service would take both the homework-making and diverse learning into consideration.
3.The growth of the character education could be seen through the teaching with picture books presenting the promotions and growths of seven item about characters.
4.The character education with the adoption of joyful physical fitness teaching is effective in cultivating the respect, fairness and teamwork spirit of the students.
5.The teaching of creative aesthetic labor had greatly helped in raising the students’ interest toward learning and enlightening the students’ creativity.
6.Due to the heavy tasks for teachers in after-school caring service, teachers would only be able to realize targets of their program-designing in the form of group.
    Based on the above-mentioned conclusion, the researcher would like to propose concrete suggestions here as the reference for teachers, administrators and future researchers.

Reference ( 152 ) 〈TOP〉

宋筱蕙 (1981)。兒童文學的教育功能(上)。教師之友，22，1。
連結：
李宜芸 (2008)。國小低年級學童之家庭背景、課後照顧對其學習行為、學業成就之影響。國立臺灣師範大學教育心理與輔導學系碩士論文，未出版，台北市。
連結：
李怡靜 (2011)。蛻變中的課後照顧方案實施與發展探究。樹德科技大學兒童與家庭服務系研究所碩士論文，未出版，高雄市。
連結：
汪慧玲、沈佳生 (2009)。學齡兒童校外課後托育服務調查研究。耕莘學報，7，73-84。
連結：
呂慧珍 (2005)。國民小學實施課後托育之個案研究-以台中偏遠地區一所國民小學為例。靜宜大學青少年兒童福利學系碩士論文，未出版，台中市。
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