永齡希望小學數學補救教學計畫之研究   免費試閱

A Study on the Yonglin Afterschool Program on Math Remedial Teaching

補救教學計畫的目的在於弭平因文化、貧富與城鄉等因素所造成之學習落差，然而實施十多年來，在提升弱勢學生的學業成就與學習動機等執行成效上卻仍備受質疑。本研究以民間教育基金會所執行之永齡希望小學數學補救教學計畫為研究場域，研究者先以Noam、Biancarosa與Dechausay對於補救教學計畫與學校教育的銜接層面中課程的角色對於學生補救教學計畫成效的提升作為研究的起點，接著再以Otto、McMeemy與Smith所指陳之成功補救教學原則作為弱勢學生、課輔計畫與學習成效的重要參考面向，結合McVarish在數學科補救教學計畫的學科標準作為本研究理論依據。在研究設計方面，以2,430位接受永齡希望小學補救教學計畫的學生為主要研究對象，透過與國家教育研究院臺灣學習評量資料庫的合作，進行小學三年級數學學習成就之前、後測；前測之施測時間為2012年10月22日至11月2日，後測為2013年5月20日至5月31日，透過定錨題與全國常模進行等化處理分析，比較學生前、後測施測結果。本研究主要發現有三：參與數學補救教學計畫永齡希望小學學生之前、後測差異均達顯著考驗，表示補救教學計畫具有成效；從進步幅度得知，補救教學愈早實施，學習成效愈好；無論各項加入永齡希望小學的原因，並不會影響學生的學習情形。不過，本研究亦發現學生課輔程度愈高，進階數會逐漸減少，且學生參與補救教學計畫達2年時，會進入學習進步之高原期，影響因素尚待進一步探討。

The afterschool remedial teaching programs aim to reduce the learning gap among cultures, economics, and locations. The Taiwanese government started to focus on the afterschool programs and remedial teaching since the year of 1995 but have been criticized about the “poor” outcome of the series of educational polices related to disadvantaged students and remedial teaching. In this research article, the principal investigator applies the theoretical background of Noam, Biancarosa, and Dechausay to highlight the role of the curriculum between the afterschool programs and schooling, and analyze the principals of remedial teaching from Ottto, McMeemy, and Smith to outline the strategies of remedial teaching along with the math afterschool remedial teaching by McVarish. The researcher conducts the data from 2,430 elementary school students all over Taiwan who participate the Yonglin afterschool remedial teaching program in the year of 2012 and 2013. The research team implements the pretest between Oct. 22 to Nov. 2 in the year of 2012 and the posttest between May 20 to May 31 in the year of 2013. There are three major findings in this study. First, there is significant different between the pretest and posttest of the students who participate the Yonglin afterschool remedial teaching program. Second, students who have greater academic progress in math came from lower grades and it represents that remedial teaching should start earlier. Third, no matter what kinds of reason that students were chosen to join the program, the program really helps. However, the researcher also discovers that along with the progress of students about two years, there would be no significant movement at that time.