本行動研究的目的是想要了解補救教學計畫個案學生在「圖形與面積」單元學習上所遭遇到的困難，並進行補救教學，來提昇補救教學計畫個案學生在「圖形與面積」單元的學習表現。本研究採用行動研究法，並根據數學科「圖形與面積」相關單元之分年細目，並配合教育部補救教學網提供之學習單設計教學課程。以補救教學計畫三位學生為對象，訪談學生學習歷程並且進行學習單授課之補救教學活動，用以了解學生在「圖形與面積」單元中的學習表現。由研究結果發現，補救教學計畫個案學生在實施補救教學授課後，在圖形與面積各向度學習表現都有顯著的進步。並且在分年細目的學習表現，於後測結果平均答對率皆可達90%以上，顯示實施補救教學可以有效提昇低成就學生在圖形與面積單元的學習表現。 The purpose of this action research is to gain an insight into problems encountered by case students in a remedial teaching plan when learning the “graphics and area” lesson. Remedial teaching was also administered to improve the learning performance of the case students in the remedial teaching plan. The action research method was adopted. According to the math “graphics and area” related lessons by grade, teaching curriculums were designed in conjunction with the learning worksheet provided by the remedial teaching website of the Ministry of the Interior. With three students in the remedial teaching plan as the research participants, interviews were conducted to explore the course of their learning and carry out remedial teaching activities through learning worksheet teaching, thereby understanding the students’ learning performance in the “graphics and area” lesson. Findings show that the students showed remarkable improvement in graphics, area and other dimensions after the implementation of remedial teaching. Furthermore, their average learning performance by grade in the post-test reached higher than 90%, thus indicating the effectiveness of remedial teaching in enhancing the learning performance of low achievers in the graphic and area lesson.
