近年來教育部對於弱勢學生的學習進行多項方案，然而，到目前為止，對於
如何協助弱勢學生學習，我們所知仍然有限。本文探究從事弱勢學生教學的教
師，其教學信念與教學方式為何，並藉由瞭解教師的教學模式，反思什麼是好的
弱勢教學。本研究對台北縣市16 名參與弱勢學生教學之中小學教師進行深度訪
談。研究結果發現( 1 )教師教學類型分可概分為四大類:傳統教學型、認知教
學型、關懷教學型以及全人教學型-(2) 關懷教學型與全人教學型在心理及身心
健康與安全成方面，提供比較全面的正向影響。本文主張，政策以及教師應以此
兩類型作為弱勢教學的信念與實踐之努力方向，使弱勢學生得到真正具持續影響
力的幫助。 In recent years the Ministry of Education has initiated several projects aiming to
benefit disadvantaged students. However, our knowledge of how to best help such
students is still quite limited. This study explores the beliefs and practices of teachers
who are involved in teaching disadvantaged students. Through understanding their
beliefs about and approaches to teaching, we may glean insights about what good
teaching is for disadvantaged students. The results indicate that (1) there are four
types of teacher beliefs and practices: the traditional, the cognitive, the caring, and the
holistic, and (2) caring and holistic approaches may have more positive impact on a
student's mind and body, providing students with a sense of security and mental
health. We contend that policies should be formulated for encouraging teachers to use
caring and holistic approaches as models for teaching disadvantaged students,
approaches which are more likely to have a long-term impact on students' lives.
