資訊融入同儕教導制英語補救教學之應用

Integration Information Technology in English Peer Tutoring

國實施國小英語教學後，同一班級內英語能力參差的問題，一直困擾著教學現場的教師，為了讓班上的程度差異現象趨於緩和，因此有必要實施國小英語的補救教學。本研究採用資訊融入與同儕教導制的方式進行英語補救教學，選取研究者服務學校六年級一個班級的10位英語低成就學生，進行二個月的補救教學。藉由觀察紀錄、訪談、教師討論及學生測驗成績等方法，來瞭解學生對補救教學實施的感受與成效。研究結果發現：1.資訊融入同儕教導制的補救教學能提升受輔生的學習興趣。2.受輔生對導生心存感激。3.導生樂於協助受輔生。4.受輔生英語成績逐步改善。5.導生並未因為額外付出而使成績下滑。6.導生教學的意願與熱誠需要教師的鼓勵和肯定來加以維持。7.資訊融入同儕教導制有助於減輕教師進行補救教學時的工作負荷量。研究建議如下：1.提升教師資訊素養。2.英語補救教學有迫切性應從國小開始實施。3.補救教學的實施需要學校全面性的規劃。4.補救教學資源要重新分配。5.應安排彈性課程進行英語補救教學。

Ever since English was taught in elementary schools in Taiwan， the differential performance among students has been a nagging problem to English teachers. Remedial instruction is needed to alleviate this problem. In this study， I integrated information technology in English peer tutoring to help ten low performance students from a six-grade class in my school. The outcome of this remedial instruction and the feedback from the students were examined through recordings， interviews (with students and teachers) and exams. The study finds 1. Using computer in peer tutoring can increase students’ learning motivation， 2. Students are grateful to their peer tutors， 3.Students are happy to tutor their peers， 4. Students gradually improve their English learning after peer tutoring is given， 5. Tutoring does not hurt tutors’ academic performance， 6. Tutors need encouragement from teachers to maintain their enthusiasm to help， 7. Using computer in peer tutoring reduces teachers’ work load. This study offered the following suggestions. 1. Elevate the information literacy of teachers. 2. English remedial instruction is needed. 3. Administrative assistance from school is needed. 4. English teaching resource should be re-distributed. 5. English teachers should be given the flexibility to assign some of their teaching hours to remedial instruction.