教育部《攜手計畫－課後扶助方案》實施現況與執行成果之研究－以台中市Y國小為例

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Title:	教育部《攜手計畫－課後扶助方案》實施現況與執行成果之研究－以台中市Y國小為例
Other Titles:	On the Current Status of the Implementation and its Results of ＂Hand-in-Hand Project: Education Support for Disadvantaged Children＂ : A Case Study of Y Elementary School inTaichung City
Authors:	莊瓊姝 Chuang, Chiung-shu
Contributors:	國際暨大陸事務學系亞太研究碩士班魏中平 Chung-ping Wei
Keywords:	教育機會均等;攜手計畫－課後扶助方案;新移民子女 Equality of Educational Opportunity;Hand-in-Hand Project—Education Support for Disadvantaged Children;New inhabitants' children
Date:	2013
Issue Date:	2015-01-05 11:14:17 (UTC+8)
Abstract:	本研究旨在探討台中市Y國小辦理教育部《攜手計畫－課後扶助方案》的實施現況與執行成果，並了解該項計畫在實施過程中所遇到的問題。為達研究目的，本研究透過相關文獻探討，確定研究方法，並編製訪談大綱，採質性研究的深度訪談法，分別針對三位相關行政人員及六位授課教師進行半結構式訪談，以及級任老師、家長及授課學生的問卷調查，並輔以文件檔案蒐集資料，進行整理與歸納，作為分析與討論之依據。　　　依據研究結果，從行政執行層面、教學層面、實施成果層面三個面向歸納出結論。了解學童參加攜手計畫課程後，最大的收穫是課業成績有進步，且國語成績優於數學成績，同時也間接提升學習動機與改善學習態度。另外，親師生更期望學校能持續辦理此計畫，增加補救教學時數，繼續照顧弱勢學童。並鼓勵現職教師投入教學行列，建立良好的師資傳承制度，將經驗傳承，藉以提升教學品質。　　　最後，根據本研究結果，就教育行政單位、學校、授課教師以及後續研究者提出建議，以供參考。　　The main purpose of this study is to investigate the implementation results of the “Hand-in-Hand Project—Education Support for Disadvantaged Children “, which is promoted by the Ministry of Education in Taiwan. One of the elementary schools in Taichung City was selected and analyzed, especially focusing on the problems that encountered in the implementation process.　　　The study went through literature review for determining research methods. A depth qualitative research interview was conducted., There were nine participants in each semi-structured interview, three executive administrators and six teachers. Moreover, we carried out three other methods, a questionnaire survey on homeroom teachers, parents and students, as well as participant observation and data gathering from files. These resulted in some carefully collected important data and thorough survey and interpretation for them.　　　The conclusion was reached from three perspectives: administrative implementation, teaching, and achievement. The results showed that students who participated in this project made a big progress in academic achievement. Besides, their Chinese course outperformed mathematics. Learning motivation and learning attitude were also enhanced due to the improvement in academic performance. Consequently, teachers, parents as well as students expected that the school should continue this project, increase the hours of remedial teaching, and take care of disadvantaged children. Meanwhile, teachers outside this project may be encouraged and join the team. And our belief is that the quality of teaching will be improved by the inheritance of sharing good teaching experiences with each others from the team.　　　Finally, it is hoped that advices deduced from this study could be useful for the related government authorities, school administration, teachers and future researchers.
Appears in Collections:	[Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies] Disserations and Theses(M.A. Program in Asia-Pacific Studies)

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