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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31179

    Title: 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
    Other Titles: A case study on the implementation of "hand-in-hand after school tutoring program" in an elementary school in Taipei county
    Authors: 吳佳儒;Wu, Chia-ru
    Contributors: 淡江大學教育政策與領導研究所碩士班
    吳明清;Wu, Ming-ching
    Keywords: 攜手計畫;課後扶助方案;補救教學;方案評估;hand-in-hand after school tutoring program;remedial instruction;program evaluation
    Date: 2009
    Issue Date: 2010-01-11 00:21:25 (UTC+8)
    Abstract: 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。
    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.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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