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
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
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.