偏遠小學英語學習扶助教學的個案研究：「學習扶助班」到「超人班」的蛻變之旅

A Case Study on English Remedial Instruction in Remote School—The Shift of“Remedial Instruction Class”to“Superman Class”

本研究為個案研究，採取讓學習扶助班學生提早學習英語的教學策略導入，並透過訪談學生與課室觀察探討一所偏遠學校高年級「學習扶助班」學生學習改變情形、遭遇困境與轉機脈絡探討。
研究發現如下：
提前預習課內策略的運用，讓多數學生回歸原班上課時，經由獲得較多學習成功經驗，改變其學習動機並提升自信。
教師的言語激勵以及設計學習成功的經驗交互作用下，引發學生較高學習動機。
學生的進步速度各有異同，未必能從定期評量成績上察覺，但教師能從學生平時表現態度中發現學習態度的轉變。
教師尊重學生不同需求有助於抒緩教學上面臨的困境。
發現「學習扶助班」學生面臨了許多內外在困境，但容易被教師鼓舞而繼續學習。

This research focuses specifically on the English teaching strategy for students under the remedial teaching program, where we observed the behavioral changes of a group of upperclassmen in a remote elemen-tary school through interviews with students and classroom observation. Our results are as follow:
Besides helping these students in the remedial program with home-work, we also give them a preview of the upcoming lectures. This meth-od proves to be highly effective in assisting them in understanding the course and get more confidence. Teacher’s verbal encouragement and students’successful experiences create a positive feedback loop that im-proves these students’learning motivation. Each student’s improvement is independent, and the improvements are not necessarily reflected upon their grades but by observing through their daily learining attitude. Fi-nally, as each student has unique problems, the teachers adjust accord-ingly can help go through the difficulties.