補救教學是幫助弱勢低成就學生的一項重要途徑。進行補救教學的教師如何看待弱勢學生的低成就，與其補救教學行為間有何關連值得探討。本研究以北部546位國中小學教師為研究樣本，進行問卷調查，所得資料進行平均數、排序，以及典型相關分析。研究結果顯示：一、教師多認為弱勢學生低成就的主要原因是學生學習動機低落、缺乏成功經驗。二、教師在進行補救教學前會先瞭解學生學習困難，教學時會提供練習機會，教學後會確定學生學習成效。三、教師對學生低成就的歸因與其教學作法上存在不同的關係組型。四、國中、國小教師在對於學生低成就的歸因與其教學作法上亦存在不同的關係組型。最後根據研究結果提出對教師在職進修及未來研究的建議。
Remedial teaching is an important mean to help the disadvantaged students with underachievement problem. It is worth to explore teachers' attribution on the causes of students' underachievement, and their relationship with remedial teaching. A total of 546 teachers from junior high and elementary school in the north areas of Taiwan participated in this study and completed a questionnaire. Data were analyzed by mean, ranking, and canonical correlation analysis. Results showed that most teachers attributed disadvantaged students' underachievement to their low motivation, and lack of success experiences. Secondly, while conducting remedial teaching, teachers comprehended students' learning difficulties, provided practices, and evaluated students' learning outcome. Furthermore, different types of canonical correlation were found between teachers' attribution on underachievement of students and remedial teaching. Based on research findings, recommendations for teachers' in-service training and future studies are provided.
關聯:
αβγ量化研究學刊=αβγ of the Journal for Quantitative Research
