陳學志張義雄Chen, Xue-ZhiChang, I-Hsiung陳瑩珍Chen, Ying-Jan2023-12-082023-06-202023-12-082023https://etds.lib.ntnu.edu.tw/thesis/detail/9c018ebeef56465876ccef18127581f6/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/120219現今社會的趨勢，由於物價上漲，都需要雙薪以維持家計，再加上社會組合結構改變，另類家庭比例增加（單親、隔代教養、新住民或多元文化家庭等），所以有很多的家庭延伸出兒童課後照顧的需求；再加上家庭收入增高且孩子又生的少，父母相對比較有能力為自己的孩子在教育上有充裕的投資，且國小安親班較能配合家長上下班時間與對孩子課業與生活上的照顧需求，所以近年來進入國小安親班的比例增加很多。因新冠肺炎疫情的影響，將原本實體的安親課業照顧教學模式必須改為線上教學，政府的施政方向是購買入大量的電腦，為了不讓疫情不上學而中斷孩子們的學習，而安親班老師同時也要認真思考，如何突破以往的教學模式，讓安親班老師能充分使用線上教學，了解其優點與可能影響線上教學的因素，來發展其解決方案，並降低使用線上教學的疑慮。疫情造就了線上教學的契機，學生在線上學習的比率提升，但家長卻對學生是否有幫助的支持度下降，顯示線上教學出現了困境。學習場域回到了家裡，除了要注意到孩子的學習狀況外，也要確保如何維持孩子的學習品質；疫情間線上教學也讓原本許多安親班的智慧教學設備不足，以及安親班老師在數位教學工具應用的挑戰一一浮現。疫情對教育帶來了衝擊，也加速線上教學成為學習主流，讓安親班教學服務方式大翻轉。研究者運用問卷調查方式探討新北市國小安親班老師線上教學的困境與因應策略，自編「Covid-19疫情下國小安親班老師線上教學之困境與因應策略之研究-以新北市為例」，線上教學困境涵蓋「備課困境」、「家長感受困境」與「教學成效困境」等3個層面；線上教學困境的因應策略涵蓋「科技有用性」、「資訊設備提升」與「學習有效性」等3個層面。研究結果指出新北市國小安親班老師對線上教學之困境受到「家長感受困境」與「教學成效困境」的正向影響，「資訊設備提升」與「學習有效性」亦正向影響線上教學困境的因應策略；意指透過設備的提升，學生可以更有效地參與線上學習，解決因學習資源不足、互動不足等問題所產生的困境，而設備提升也可以激發學生對於線上學習的興趣和動機。在線上教學中，學生常常需要自主學習，缺乏專業的指導和支持；因此，安親班老師可以提供學習指導和反饋，以幫助學生更好地掌握課程內容。最後，研究者針對研究結果進行討論並提出未來研究建議。The trend of today's society, due to rising prices, requires double salaries to maintain the family. In addition to changes in the social structure, the proportion of alternative families has increased (single parent, intergenerational education, new residents or multicultural families, etc.), so there are many family extensions need for after-school care for children. In addition, coupled with the increase in family income and fewer children, parents are relatively more capable of investing in education for their children, and the elementary school after-school class is more able to cooperate with parents' commuting time and the need to take care of children's schoolwork and life. Therefore, in recent years, the proportion of children entering the after-school class has increased a lot. Due to the impact of the new crown pneumonia epidemic, the original physical care and teaching mode of after-school class must be changed to online teaching. The government's policy direction is to purchase a large number of computers in order not to prevent the epidemic from interrupting children's learning. Atthe same time, after-school class teachers should also seriously think about how to break through the previous teaching mode, so that teachers in the after-school class can make full use of online teaching, understand its advantages and factors that may affect online teaching, develop their solutions, and reduce doubts about using online teaching .The epidemic has created an opportunity for online teaching. The rate of students studying online has increased, but parents' support for whether students are helpful has declined, which shows that online teaching has encountered difficulties. The learning field is back at home. In addition to paying attention to the learning status of the children, it is also necessary to ensure how to maintain the children's learning quality. Online teaching during the epidemic has also caused the lack of smart teaching equipment in many parenting classes, and the teachers in the parenting classes are not Challenges in the application of digital teaching tools have emerged one by one. The epidemic has brought an impact on education, and it has also accelerated online teaching to become the mainstream of learning, which has drastically changed the teaching and service methods of after-school classes.The researchers used questionnaires to explore the difficulties and coping strategies of teachers in elementary school security classes in New Taipei City, and self-compiled"A Study on the Difficulties and Coping Strategies of Teachers in After School Classes in Primary Schools under the Covid-19 Epidemic - Taking New Taipei City as a Case Study". Online teaching dilemma covers three levels, “lesson preparation dilemma”, “parents’ feeling dilemma” and “teaching effectiveness dilemma”; the coping strategies for online teaching dilemma include “technology usefulness”, “information equipment improvement”, and “Learning Effectiveness", and using the structural equationmodel to analyze the questionnaire data. The results of the study indicate that the difficulties faced by teachers in elementary after-school classes in New Taipei City are positively affected by"parents' feelings of difficulties" and "teaching effectiveness difficulties", and "information equipment improvement" and "learning effectiveness" also positively affect online teaching Coping strategies for difficulties; means that through the improvement of equipment, students can participate in online learning more effectively, and solve the difficulties caused by insufficient learning resources and insufficient interaction. The improvement of equipment can also stimulate students' interestand motivation in online learning . In online teaching, students often need to study independently, lacking professional guidance and support; therefore, teachers in the after-school class can provide learning guidance and feedback to help students better grasp the course content. Finally, the researchers discuss the results of the study and make suggestions for future research.遠距教學因應策略noneetd