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
學年 98
學期 2
發表日期 2010-05-21
作品名稱 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
作品名稱（其他語言） Effective Curriculum and Instruction Program for K-9 Disadvantaged Students
著者 徐加玲; 游家政
作品所屬單位 淡江大學課程與教學研究所
出版者 臺北縣：淡江大學師資培育中心
會議名稱 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=International conference on Asian experiences of education for the disadvantaged students : teacher education and professionalism
會議地點 臺北縣, 臺灣
摘要 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. 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，
 積極推動輔導弱勢學生學習。從「教育優先區」、「潛能開發」到「攜手計畫」一
 連串的政策，都在強化輔導弱勢學生。本研究對台灣北部中小學弱勢學生課後扶
 助課程進行研究，期望對弱勢學生之課後扶助課程有所了解後，擬訂可行方案，
 進行教學現場實驗，最後對弱勢學生課後扶助課程提出具體建議。
 本研究以教學設計模式進行實驗設計。分為需求評估、設計、實施與評量。
 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
 估調查，提供教師在設計弱勢學生課後扶助時的重要課程要素。本研究在教學現
 場實驗採用個案研究方式進行課程實驗。選定個案，進入教學現場進行觀察與訪
 談，進行資料分析，提出具體建議。
關鍵字 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
語言 zh_TW
收錄於
會議性質 國際
校內研討會地點 淡水校園
研討會時間 20100521~20100521
通訊作者
國別 TWN
公開徵稿 Y
出版型式
出處 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
相關連結

機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/85006 )

機構典藏連結