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    題名: 國民小學教師執行攜手計畫課後扶助補救教學政策之研究 : 以新北市一所國民小學為個案
    其他題名: A study on elementary school teachers execute ASAP of remedial teaching policy : a case in elementary school of New Taipei City
    作者: 吳冠頡;Wu, Kuan-Chieh
    貢獻者: 淡江大學教育政策與領導研究所碩士班
    薛雅慈;Hsueh, Ya-Ci
    關鍵詞: 攜手計畫;補救教學;課後扶助;補償教育;corrective education;Remedial Teaching;Compensatory education
    日期: 2016
    上傳時間: 2017-08-24 23:58:21 (UTC+8)
    摘要: 本研究在探討新北市個案國民小學辦理之教育部補救教學政策,欲瞭解個案之國民小學執行補救教學政策之實施狀況、行政與教師投入與支持情況、省思及發生的困境與解決之道……等,為了達到研究目的,編訂訪談大綱,採取質性研究的訪談模式,針對一所學校裡六位補救教學現場的教師進行半結構式訪談,並將訪談結果整理與歸納,做為研究分析之依據。
    補救教學之研究,目前以探討個案學校之現況為多,各校的實施情況與結果也並非都一致,又政策執行的策略與模式並非僅單一,因此本研究將採用資源教室方案的角度與模式來分析研究個案學校之補救教學實施,從運作方式、科目選擇、課程範圍、排課方式、服務對象與人數、對象的篩選、資料的建立、課程內容、評量方式、師生互動到成效,經由研究分析、訪談內容分析與整理,得一研究結果,再依據其研究結果適度提出建議,以供參考。
    本研究之研究結果有五,分別如下:
    一、締造學生學習成就感及拉回學習中逃離的學生
    二、行政與教師全心投入於補救教學政策的執行
    三、以評量找出學生的弱點並於以補強
    四、教育主管機關對於補救教學的經費挹注須增加
    五、真誠的溝通才是解決困境之道
    本研究之研究建議有五,分別如下:
    一、加強對家長的宣導與溝通
    二、落實受輔學生的篩選機制
    三、補救教學授課教師透過社群與研習作職能的增進
    四、多鼓勵低成就學生閱讀,提升學生學業成就
    五、教育主管機關須給予充足且持續的經費,權力下放,授權學校彈性運用
    This study is to explore the elementary school of new Taipei city to handle the case of the Ministry of Education remedial teaching policy. To understand the case elementary school execute actual situation of remedial teaching policy
    , situation of administrative and teacher input and support, reflection on and resolve the plight of the way……etc.
    For achieve the purpose, compile interview outline and take interviews pattern of qualitative research. Use semi-structured interviews to interview six current post remedial teachers.The results obtained that I will consolidation and induction as a basis of analysis.
    Research remedial teaching, most of the study was explore the current status. The implementation of the results at every school is not the same. Strategies and modes of policy implementation is not only a single. Therefore, this study will use the perspective and mode of resource classroom program to analyze the remedial teaching of case elementary school. From the mode of operation, choice of subjects, the range of courses, way of organizing courses, the number of service objects, object selection, the establishment of information, course content, assessment approach, interact with teachers and students, and last effect.
    Through research and analysis, I will consolidation and induction the interview results and obtain a research conclusion. And then based its research conclusion modest suggestions for reference.
    There are five results obtained from this research as follows:
    1.To build up students’ sense of learning-achievement and to bring back those
    students who fled away from learning activities.
    2.Remedial teaching policy should be fully carried out by teachers and the
    administrators
    3.Using proper assessments to find the students’ learning weakness and to improve them.
    4. It is implied to increase the funding of remedial teaching policy.
    5. It is implied that sincere communication is the key to solve problems.

    There are five suggestions proposed from this research;
    1.To encourage the communications and interactions between the parents and the
    school.
    2.Screening process should be properly implemented during remedial teaching.
    3.Remedial teachings are able to be enhanced by workshop and group learning.
    4.Encourage slow-learning students to do more reading to help them gradually
    gaining self-confidence in learning activities.
    5.Educational administrators should decentralize their authorities to give schools
    more flexibilities, in addition to offer and support funding.
    顯示於類別:[教育政策與領導研究所] 學位論文

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