彰化縣辦理課後照顧補救教學協助弱勢兒童之研究

Tunghai University Institutional Repository > 社會科學學院 > 行政管理暨政策學系第三部門碩士在職專班 > 碩士論文 > Item 310901/23685

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Title:	彰化縣辦理課後照顧補救教學協助弱勢兒童之研究
Other Titles:	The Study of After-School Care and Remedial Teaching for the Vulnerable Children in Changhua County
Authors:	陳婉琪 Chen,Wan-Chi
Contributors:	蔡偉銑 Tsai,Wei-Shian 第三部門碩士在職專班
Keywords:	公私協力;補救教學;弱勢學生;課後照顧 Remedial teaching;Disadvantage students;After-school care program;The public-private interaction
Date:	2013
Issue Date:	2014-02-17T03:47:40Z (UTC)
Abstract:	本研究旨在探討彰化縣公私部門在辦理課後照顧，協助弱勢兒童之歷程與運作。希望透過訪談來瞭解彰化縣辦理課後照顧補救教學協助弱勢兒童之實施現況，並輔以社會網絡分析來瞭解課後照顧對學童學習成長之情形，以求進一步反省辦理成效，以提供其他辦理課後照顧活動的學校及非營利組織之建議與參考。本研究採取質性研究之個案研究法，透過與學校及非營利組織承辦課後照顧之行政人員、教師，與相關學生及家長進行半結構式訪談，並輔以文件資料蒐集，進一步勾勒出其辦理之歷程。本研究所獲得的結論及建議如下：一、在家庭因素方面直接與家長進行溝通以了解弱勢學生在家學習環境與經濟狀況，給予必要協助，並聽取家長意見，對其宣導教育理念；若該家庭為家庭功能不彰狀況，則加強課後照顧，以期為弱勢學生提供更良好之學習環境。二、在行政方面無論學校或非營利組織承辦課後照顧計畫，學校承辦行政人員的整合與投入，是辦理成功之要素。非營利組織辦理時更需學校提供充足的資源、整合相關資源、獲得學校方面在資源及人力的支持，並以相互尊重、信任及共同解決弱勢學生的問題為目標。三、在教學方面可配合縣政府每年舉辦的補救教學師資培訓課程，增強教師教學方法、教學理念，學校及非營利組織內部並可視教學現場的實際需求來規劃培訓課程，以提高課後照顧成效。四、在學生學習方面課後照顧般除了作業指導等一般課程外，透過多元課程設計，讓學童藉由遊戲或其他學習方法，以更多元的方式來追尋及肯定自我，奠定良好的成長基礎。 This research aims at studying the process and operation of after-school care program for the vulnerable children carried out by the public and private sectors in Changhua County. We would like to know the implementation status about how the after-school care and remedial teaching assist the vulnerable children by interviews. Also through the social network analysis we want to know how the after-school care affects children’s growth. Furthermore, we aim to examine the implementation effectiveness and provide recommendation and reference to the schools and non-profit organizations which carry out after-school care. This study adopts case study method of qualitative research. It is done by semi-structured interviews with the executives and teachers who undertake the after-school care in schools and non-profit organizations, as well as the relevant students and parents. Moreover, this study is supplemented by numerous documents which further outline the entire procedure of implementation.This study achieves the conclusion and recommendations as follow: In family aspect, they need to understand the learning environment of the vulnerable students at home as well as the economy of their families. They should give help if necessary. Furthermore, they can communicate with parents directly, ask for their opinion and suggestions, and deliver education concept to them. If a child’s family does not function normally, it is required to enhance after-school care to ensure a better learning environment for the vulnerable students. In administrative aspect, the critical success factor of after-school care programs is the integration and full input of the school executives whether the programs are conducted by school or non-profit organizations. While the program is carried out by the non-profit organizations, they need sufficient resources, good integration of relevant resources, and full support of human resources from schools. Schools and non-profit organizations should aim at solving the vulnerable students’ problems on the basis of mutual respect and trust. In teaching aspect, they can take advantage of training courses annually held by the County Government to enhance teachers’ teaching method and concept. In addition, schools and non-profit organizations can design these courses according to actual needs of teaching site to improve the effectiveness of after-school remedial teaching. In learning aspect, after-school care should provide diversified courses besides general ones. This helps children to search and affirm themselves by means of games or other learning methods and lay the good foundation of their growth.
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