本研究分為三年，第一年擬針對台北縣市國小四年級學生，實施問卷、成就 測驗及訪談，以瞭解具有弱勢因子的國小學生，其內在學習心理狀況與學習表現 的現況，及其與一般學生在內在學習心理狀況及其學習表現的差異，同時並探討 具有弱勢因子的國小學生，其內在學習心理狀況及其學習表現的關係。第二年計 畫擬與現職教師進行協同研究，針對低成就及低社經的弱勢學生，系統研發國語 與數學課程轉化教材、補充教材或學習單，並探討此種轉化教材的介入，對於弱 勢學生內在學習心理狀況及其學習表現的影響。第三年計畫則是希望建置增進弱 勢學生學習效果的教師網路社群部落格，提供教師對於弱勢學生的教材轉化設 計、教學實務、專業知能及心理支持上的交流與分享，形成一個弱勢學生教學的 專業支持體系，讓更多弱勢學生受惠。同時，也探討參與此項教師網路社群的教 師，其對於弱勢學生的教學效能信念及教學承諾，是否也能獲得提昇。 This study includes three years. In the first year, this study will use questionnaire, achievement test, and interview to understand at-risk disadvantaged elementary students’ learning mentality and learning performances, to compare the differences of learning mentality and learning performances between at-risk disadvantaged students and other students, and to analyze the relation of at-risk disadvantaged students’ learning mentality and learning performances. In the second year, this study will implement collaborative research with the elementary teacher. We will development systematic materials for low achievement and low socioeconomic students and analyze the variation of these students after the systematic materials involve. In the third year, this study will construct the blog of web-based community for teachers about improving the learning effect of at-risk disadvantaged students to provide the professional support system of teachers about altering materials, teaching practice, professional knowledge, and mental support. Furthermore, this study will analyze the variation of teachers’ effectiveness beliefs and teaching commitment after the web-based community involve, too.
