[ 摘要 ]
每個學生都有接受教育的基本權利，弱勢學生的教育問題常會受到忽視，並未給予適當的學習需求，而造成處於學習弱勢的狀況，為了正視班上一位原住民學生的學習問題，以課後圖畫書進行的方式，幫助提升語文學習的能力。
本研究採取行動研究的方式，進行為期十二週的課後圖畫書教學。研究者挑選了十二本圖畫書為課程教材，以完整有計畫的教學步驟，循序漸進地進行口語表達和口述故事的指導，以及基本識字規則的說明與練習。資料蒐集來源包含了教學觀察與紀錄、教學省思、延伸活動學習單、訪談和夥伴對話內容，希望透過不同的面向對教學現場有更多的瞭解，並從每一次的教學省思與各項資料內容中，調整教學策略。研究結果，獲得以下的發現：第一、行動研究提供了解決教學困境的方法，過程中和學生建立了新的合作關係，也讓研究者重新體會教育的本質。第二、經過課後圖畫書教學後，原住民學生的表達能力有進步，不同的教學策略運用，有助於學生表達能力的增進。第三、課後圖畫書教學影響學生在在同儕關係的改善、學習態度的轉變、自我價值的建立和行為舉止的改正。第四、研究者透過此次行動研究，教學能力與專業知能有所提升，也重新正視與肯定教育的價值。本研究歷程可供教師及未來研究者，做為教學運用或後續相關研究的參考。

[ 英文摘要 ]
Disadvantaged students’ academic learning difficulties have been an issue in elementary education. They need more attention and assistance to meet the normal education demand. This research adopts action research to help a disadvantaged aboriginal student to improve his literacy learning. The researcher chose twelve picture storybooks as teaching materials and designed teaching plans and activity sheets to teach the participant to express orally and narrate stories. The data include observations, interviews, artifacts, the researcher’s journals, and dialogues with the researcher’s colleagues. The study makes the following conclusions: First, action research has provided a method to solve the teacher’s teaching difficulty. Second, the participant has improved his oral expression ability through the after-school program of using picture storybooks. Third, this program also helps the participant to improve peer relationships, change his manners of learning, establish his self-value, and correct his behaviors. Finally, this research provides insights for teachers and future researchers as a reference to design literacy remedial programs.