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Title:	實施補救教學之行動研究 Implementing a Remedial Class: An Action Research
Authors:	方苡蓁 Fang, Yi Jen
Contributors:	招靜琪 Chao, Chin Chi 方苡蓁 Fang, Yi Jen
Keywords:	補救教學低成就學生有效教學 Remedial instruction Low-level students An effective instruction
Date:	2016
Issue Date:	2016-08-03 11:42:11 (UTC+8)
Abstract:	本研究採行動研究，旨在探討如何設計出一套符合低成就學生需求的補救教學課程。實施對象為九年級六位體育班學生並選取其中兩位做深入的紀錄。地點為南部一所特偏國中，經歷十五週。研究結果如下: 第一，對低成就學生有幫助的教學設計應考量到: 1. 教材應就低成就學生程度而做適宜的改編。 2. 診斷學生學習困難之處並對症下藥，以提升學生學習信心。 3. 根據學生偏好的學習模式，課程應減少老師講課，多讓學生做活動。第二，補救教學課程確實能幫助低成就學生學習，基於以下五點: 1. 師生互動頻繁。 2. 不必趕進度，學生做中學。 3. 學生告訴老師自己想學的東西，落實學習者中心的理念。 4. 友善環境下，學生逐漸培養出讀書習慣。 5. 活動多元，從各面向訓練學生英語能力。第三，如何提供一套有效的補救教學課程，有以下三點發現: 1. 將課堂學習與學生的生活經驗相連結。 2. 學生主導自己的學習。 3. 提供支持的學習環境。實施過程中面臨到最大的挑戰為學生時輟時學，搖擺不定的態度。因應方式為冷靜處理，堅持到底。最後，根據研究結果，對教學與未來研究提出相關建議。 This study adopted action research to explore how to design an effective remedial instruction based on the low-level students’ varied needs. This remedial English program was implemented to six ninth PE specialty graders, lasting for fifteen weeks in junior high school locating in the extremely rural area. The findings of this study are as follows: As the aspects of offering a helpful remedial instruction, first, the contents must be adapted to meet the low-level readiness levels. Second, the class can focus on students’ difficulties to enhance students’ confidence. Third, the teachers can reduce lectures to allow for activities based on the students’ leaning styles. The low-level students were proved to benefit from the remedial English class because first, there was lots of interaction between the students and the teacher. Second, the remedial class did not have to follow the fixed schedule, and the students could learn through participating in activities. Third, the students told their needs to the teacher. The learner-centered concept was carried out in this way. Fourth, the low-level students were provided with constant support and help, and they gradually cultivate study habits. Fifth, the remedial class offered diverse activities to develop students’ proficiency. After implementation, the researcher concluded three points to design an effective remedial instruction. First, connect the learning to students’ personal experience. Second, let the students take the active role. Third, create a support environment. In the process, the challenge was the students’ lax attitudes and inconsistency. The teacher solved the dilemma with reason and persistence. Finally, based on the findings, suggestions for teaching and future studies were discussed. Keywords: Remedial instruction, Low-level students, An effective instruction
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Description:	碩士國立政治大學英語教學碩士在職專班 100951014
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0100951014
Data Type:	thesis
Appears in Collections:	[Department of English] Theses

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