大專生初任補救教學的教學困難與成長歷程之研究
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Date
2010-09-??
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國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
在國內，不論是公、私部門資助的補救教學，都大量採用大專生擔任師資。大專生初任補救教學會遭遇哪些困難？又會有什麼改善？本研究的參與者是27位高年級的大專生，他們在研究者的密集教學督導下，於三所國小執行一學期補救教學，研究者以參與式觀察和文件分析蒐集參與者的教學困難與進展。研究者將大專生的成長歷程分為三期，初期主要的困難有無法進行診斷式教學、無法判斷學生的學習目標、教材與教學活動顧此失彼、學生鬧脾氣的情況頻繁等。但在密集的專業督導下，到了中期，大專生的教學開始穩定，但精緻度不夠，還無法根據學生的反應做調整。期末，約有八成的大專生已能做出有效的補救教學，但有兩成進展緩慢甚至停滯，兩群大專生的教學能力的差距持續加大。
A large amount of college students have participated in public or private funded remedial teaching projects in Taiwan. What did these participants experience when they began their remedial teaching? What did they learn and what improvements did they make? The study subjects were 27 college students. They practiced remedial teaching programs in 3 elementary schools under the intensive supervision of the researchers. Using participant observation and content analysis， the researchers recorded the difficulties these participants met and the improvements they made. The researchers divided the improvements of these participants into three periods. The situation in the first period was they could not practice diagnostic teaching， decide on the learning objectives for students， adjust the proportion of time spent on teaching materials and activities， and even control the students’ behavior. In the second period， following sensitive enough to adjust their teaching according to the students’ response. At the end of the semester， about 80% of the participants were able to practice effective remedial teaching. However， 20% of them only improved slowly or made no progress. The gap in teaching capability between the two groups of participants had gradually increased.
A large amount of college students have participated in public or private funded remedial teaching projects in Taiwan. What did these participants experience when they began their remedial teaching? What did they learn and what improvements did they make? The study subjects were 27 college students. They practiced remedial teaching programs in 3 elementary schools under the intensive supervision of the researchers. Using participant observation and content analysis， the researchers recorded the difficulties these participants met and the improvements they made. The researchers divided the improvements of these participants into three periods. The situation in the first period was they could not practice diagnostic teaching， decide on the learning objectives for students， adjust the proportion of time spent on teaching materials and activities， and even control the students’ behavior. In the second period， following sensitive enough to adjust their teaching according to the students’ response. At the end of the semester， about 80% of the participants were able to practice effective remedial teaching. However， 20% of them only improved slowly or made no progress. The gap in teaching capability between the two groups of participants had gradually increased.