[ 摘要 ]

摘要

本研究旨在調查台灣地區原住民重點小學實施「教育優先區計畫-學生學習輔導」活動之研究，探究的範圍包括活動之行政規劃與執行、教學規劃與實施、課程安排與設計及活動評量與評估四個層面來探討，據以提出改善此項活動之建議。

本研究以文獻分析及問卷調查為研究方法，文獻分析主要探討學習輔導之概念、相關理論及活動政策之相關研究。問卷調查以台灣地區原住民重點小學實施此項活動之學校教育人員為對象，並運用統計方法了解推動活動所面臨的問題及其解決策略。

研究結果發現，實施「教育優先區計畫-學生學習輔導」活動，學校所遭遇的問題有學生人數少及程度落差太大，造成編班困擾；教師缺乏專業進修機會；教學活動和學校發展特色活動時間互相衝突；教師編擬教學會因學生程度落差太大及課業進度的壓力，造成教學上的障礙；在教師教學表現上，成效不顯著；課程安排造成學生太累，而且又重複已教過課程，缺乏新鮮感；活動評量未兼顧學生個別差異，給予不同難易度評量內容。

採取解決策略有降低開班人數限制，並依學生需求及能力編班；應運用策略聯盟方式辦理進修活動；教學活動實施須整體性及彈性進行規劃；教學設計必須評估學生的學習需要，進行個別化教學，建置學習輔導指標，實施補救式教學；教師教學必須依據學生學習能力及風格實施適性化的教學；在課程安排上必須提供學生個別發揮空間，課程內容要豐富有趣；應建立學生學習輔導評估指標，進行多元化之評量。

依據研究結果，對推動活動之教師、學校、教育行政機關及後續研究提出建議。

[ 英文摘要 ]

Abstract

This study aims at investigating the implementation of ”Education priority area, EPA, project-student’s learning counseling” in the key elementary schools of the Indigenous People in Taiwan Area; the investigation scope includes: the administrative planning and implementation of the activity, curriculum arrangement and design and activity measurement and evaluation; it is hoped that suggestions for this activity is proposed later on.

This study is mainly based on literature analysis and the questionnaire survey. Literature analysis mainly investigates the concept of learning counseling, related theory and the related study of activity policy. The target of the questionnaire survey is the school educational personnel for the implementation of this activity in the key elementary school of Indigenous People in Taiwan Area; moreover, statistical method is used to understand the problems faced during the implementation of the activity and the solving strategy.

It is found from the research result that the problems faced by the school during the implementation of ”Education Priority Area Project- Student’s Learning Counseling” activity include: the class allocation trouble due to few number of student and too much difference in student’s level; the lack of professional advanced study opportunity for the teachers; the conflict in the timing between teaching activity and the development of featured activity in the school; teaching obstacle will be generated during the preparation of teaching material by the teacher due to too much difference in student’s level and the pressure of curriculum schedule; the effectiveness is not significant in teacher’s teaching performance; curriculum arrangement will bring tiredness to student and the repeating of the taught curriculum will cause dullness; the activity evaluation does not take into account the individual difference of student, that is, no evaluation contents of different difficulties are given.

The solutions for the problems include the lowering of the limitation of the number of people for opening of a class and the arrangement of a class according to student’s demand and capability; the implementation of advanced study activity should be through the use of strategic alliance way; the implementation of teaching activity should be integrated and flexible; teaching design should consider student’s learning demand to perform individual-oriented teaching; meanwhile, learning counseling index should be constructed and supplementary teaching should be implemented; teaching should be adapted to student’s learning capability and style; in the curriculum arrangement, individual development space should be provided for students and the curriculum content should be rich and interesting; student’s learning and counseling evaluation indexes should be constructed to perform multi-element evaluation.

Based on the research results, suggestions are provided for teacher, school, education administrative organization involved in the activity and the subsequent researches.