跨國線上課輔教師教學行為之研究：以「韓國僑鄉線上課輔服務計畫」為例

Cross-Country Online Tutors’ Teaching Behaviors: A Case Study of the Taiwan-Korea Online Tutoring Service Program

本研究旨在探討跨國線上課輔教師的教學行為及其影響因素，研究方法採用半結構式訪談法，研究對象為參與國立暨南國際大學「韓國僑鄉線上課輔服務計畫」的七位線上課輔教師。本研究發現，課輔教師常用的教學法為講述教學法、練習教學法與探究教學法，課程內容的選擇以能注意目標達成、學生需求、興趣與能力、內容的重要性、廣度、深度與正確性為主，並會進行教學中與教學後評量。課輔教師會以平輩的關係與學生互動，著重教學面與專業發展面的教師角色，但輔導面的教師角色相對較少。課輔教師之教學歷程涵蓋教學前的理解與轉化以及教學中的教學與評量，但未進行教學後的反省與新理解。本研究亦歸納出九項影響跨國線上課輔教師教學行為的因素。最後，本文根據研究發現提出對跨國線上課輔活動之建議。

The study aims to explore the teaching behaviors of cross-country online tutors and the factors influencing teaching behaviors. The study adopts semi-structured interview as the research method. The research participants are seven cross-country online tutors in Taiwan- Korea Online Tutoring Service Program administered by National Chi Nan University. The research findings indicate that the tutors mainly adopt three teaching methods: didactic instruction， practicing instruction， and inquiry teaching. They conduct curriculum selection according to the achievement of teaching objectives， students’ needs， interests， and ability， and the importance， breadth， depth， and accuracy of the content. The assessments are adopted during and after tutoring. The tutors interact with their students in a way similar to peer interaction and play more roles of teaching and professional development than those of consulting. Their teaching process contains preactive tasks — comprehension and transformation， and interactive tasks — instruction and evaluation， while postactive tasks — reflection and new comprehension are neglected. The study also concludes nine factors influencing cross-country online tutors’ teaching behaviors. At the end of the article， several suggestions on cross-country online tutoring activities are proposed according to the researching findings.