數位學伴補救教學學習成效評估模式之建構－學童學習動機整合觀點

Construction of a Remedial Instruction Effectiveness Evaluation Model for Online After-School Tutoring: An Integrated Perspective of Students' Learning Motivation

本研究採學童學習動機整合觀點，發展一個結合質量分析之數位學伴補救教學評估模式。建構方法包括文獻分析、焦點團體座談、檢核表與問卷調查等。評估模式分為「情境分析-發展面向-分類要素-系統元件」四大階層。情境分析研擬出受輔學童學習需求評估指標，發展面向則涵括教學者教學效能、學習者學習動機、學校組織師長端及家庭文化環境四層面，另建立分類要素，教學者區分出準備、實施、評量、反思四部分、學習者包含學期成績，並與學校師長端及家庭文化環境皆建構學習動機及學習行為二要素；最後再研訂出已完成及初步架構之量化及相關質化系統元件，包含學童學習動機檢核表、學習進退步整體彙整表、大學伴評估學童學習需求檢核表、課輔教師教學問卷、課輔教師教學自我檢核表（初編）、學童學習動機量表（初編）、訪談大綱、三類型檔案資料等。最後根據此模式分述幾點建議供課輔相關單位、第一線教學及研究人員之參考。

The purpose of this study is to develop a remedial instruction evaluation model for online after-school tutoring. Bibliography analysis, a focus group and model in-situ practice were employed before the model was established. The framework of this system consists of four layers, namely "situation analysis", "dimensions of development", "classification factors" and "system components". "Situation analysis" covers indicators of learning need estimation for schoolchildren. "Dimensions of development" include teacher effectiveness, students learning motivation, school teachers and family culture. "Classification factors" deal with preparation, practice, evaluation, and reflection on teacher effectiveness. Furthermore, they also develop learners learning achievement, motivation and behaviors. Meanwhile, learners learning motivation and behaviors are also the main factors within school teachers and family culture. According to these factors, quantitative and qualitative system components are developed, which combine and inspect the feasibility in light of the interview record of elementary students. On the basis of the above model, this study proposes four implications for future reference.