非山非市小校提升學生基本學力與學習扶助策略之研究

A Study of Strategies to Enhance Students’Basic Academic Achievement and Remedial Teaching in Non-Mountainous and Non-City Small Schools

本研究旨在探討非山非市小型學校提升學生基本學力與推動學習扶助之策略與成效。非山非市學校常面臨教育資源不足、學生學習差異大、家庭文化資本有限與師資流動率高等問題，學生在國語文、數學與英語文等基礎學科的學習表現較易產生落差；尤其非山非市學校常面臨「資源邊緣化」的挑戰，既缺乏都會區的豐富資源，又往往被排除在極偏地區的加額補助之外。本研究以北部某縣市一所非山非市小型國小為個案，採個案研究法，於2025年1月至2026年1月期間，透過文獻分析、專家諮詢與半結構式訪談蒐集資料，探討學校在推動學力提升與學習扶助過程中的具體作法與成效。個案學校透過校長課程領導與行政整合，建立以提升學生基本學力為核心的學校發展方向；教師則運用學力檢測與學習扶助評量資料進行學習診斷，發展資料導向的教學調整與精準補強策略。同時，學校善用小班教學優勢，推動差異化教學與個別化輔導，並透過閱讀教育、合作學習與數位學習平台提升學生學習動機與參與度；再加上行政支持、教師專業學習社群與家長合作，共同建立完整的學習支持系統。研究結果顯示，學生在學力檢測與學習扶助成長測驗中皆有明顯進步。本研究建議校長持續強化課程領導，整合校務與教學發展；學校建立制度化學力追蹤與資料分析機制；人數少的學校善用小班優勢發展差異化教學；教育主管機關則應提供專業支持與資源整合平台，以縮小城鄉教育差距。

This study aims to explore the strategies and effectiveness of non-mountainous, non-city small schools in improving students’basic aca-demic abilities and promoting remedial teaching. Non-mountainous, non-city schools often face challenges such as insufficient educational resources, significant differences in student learning, limited family cul¬tural capital, and high teacher turnover. Students’performance in ba¬sic subjects such as Chinese, mathematics, and English is particularly prone to disparities. In particular, these schools often face the challenge of“resource marginalization,”lacking the abundant resources of metro¬politan areas and often excluded from additional subsidies for extremely remote areas. This study uses a small, non-mountainous, non-city ele¬mentary school in a county in northern Taiwan as a case study. Adopt¬ing a case study methodology, data was collected from January 2025 to January 2026 through literature analysis, expert consultation, and semi-structured interviews to explore the school’s specific practices and ef¬fectiveness in promoting academic improvement and remedial teaching. The case school established a school development direction centered on improving students’basic academic abilities through principal curricu¬lum leadership and administrative integration. Teachers used academic ability assessments and learning support evaluation data for learning diagnosis, developing data-driven teaching adjustments and precise re¬inforcement strategies. Meanwhile, schools leverage the advantages of small class sizes to promote differentiated instruction and individual¬ized guidance, and enhance student motivation and engagement through reading education, collaborative learning, and digital learning platforms. Coupled with administrative support, teacher professional development communities, and parent collaboration, a comprehensive learning sup¬port system is established. Research results show that students have made significant progress in both academic achievement assessments and re¬medial teaching growth tests. This study recommends that principals continue to strengthen curriculum leadership and integrate school ad¬ministration with teaching development; schools establish institutional¬ized mechanisms for tracking academic performance and analyzing data; schools with smaller student populations should leverage small class sizes to develop differentiated instruction; and education authorities should provide professional support and resource integration platforms to nar¬row the urban-rural education gap.