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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/85006

    Title: 國民中小學弱勢學生之課程方察與有效教學之實施與評鑑
    Other Titles: Effective Curriculum and Instruction Program for K-9 Disadvantaged Students
    Authors: 徐加玲;游家政
    Contributors: 淡江大學課程與教學研究所
    Keywords: 弱勢學生;課後扶助課程;課程與教學;教學設計;補救教學;Disadvantaged students;After school project;Curriculum and Instruction
    Date: 2010-07
    Issue Date: 2013-03-28 18:13:33 (UTC+8)
    Publisher: 臺北縣:淡江大學師資培育中心
    Abstract: 科技的發達和社會的變遷,逐漸形成極端的M 型化社會。資本主義造成的
    馬太效應, 使得弱勢者更易趨於弱勢。因此,許多國家基於社會正義的原則下,
    Hsu, Yu 和Chang (2010)對中小學教師(含行政人員)進行弱勢學生課後扶助需求評
    Globalization affects educational reform. Issues are not only focus on
    international technologies development but also on disadvantaged students learning.
    Global education emphasizes not only in international mobility but also in social
    justice. Therefore, this paper investigated the teachers' perspectives on curriculum
    development for disadvantaged students learning. The purposes of the study were to
    understand the important curriculum developing elements from teachers' points of
    views and to integrate principles for curriculum developing in remedial education. A
    survey was conducted in the north part of Taiwan. Questionnaires were mailed to
    schools with stratified random sampling. Teachers who participated in the "After
    school alternative program" were invited to fill out the questionnaires. The
    instrument contained 10 aspects: Curriculum Objectives, Type of Curriculum, Source
    of Students, Learning Subjects, Source of Material, Implement Timing, Placing
    students in classes, Number of Students, Teaching Method, and Evaluation. 249
    questionnaires were sent in total. 137 were returned. The important elements in
    remedial curriculum for disadvantaged students were generated from the results.
    Based on these findings, instructions were designed for elementary and secondary
    schools for experimental studies. The results of the experimental studies indicated
    that the students liked the course. However, the academic achievement did not
    improve enough. More studies are needed.
    Relation: 亞洲地區弱勢學生教育教師專業/課程與教學國際學術研討會論文集,頁81-96
    Instructional design, Remedial education
    Appears in Collections:[Master's Program, Graduate Institute of Curriculum and Instruction] Proceeding

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