Transformation in the after-school care program implementation and development of exploration

• Main Authors: Yi-Ching Li, 李怡靜
• Other Authors: Tsuey-Er Chang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/32179256851139824347

碩士 === 樹德科技大學 === 兒童與家庭服務系 === 99 === This research examined the transitional processes of a community’s non-profit after- school -class presided by the temples. The researcher is one of the staff members of the after- school - classes. In the role of action researcher and combining the efforts of the partners of the class, the researcher expected to probe the following three individual factors :(1) time scheme, (2) multiple learning experience , (3) the linkage of community learning resources. and then a series of actions will be developed including designs of plan , implementation and assessment to deal with the transformation in the “after school class”. Research focuses on problem-solving and strategies when facing with the challenge of transition. This study divided into three influences facts and results were: 1. The facts of the time of planning: the students’ schoolwork, depending on how soon it be completed, has positive impact on the execution of this project. An effective strategy to solve the problem is by adopting key tutoring/assistance and flexible assessment. Also ,before the class, a rehearsal of curriculum activities are required in order to improve students’human relationship and enhance the interaction between the teaches and students. 2. The facts of the challenges regarding the selection of contents and designs about multiple learning experiences. The ways of resolve problems are meet the need of students are the core objective of the project, which is targeted on enabling the integration of diverse opinions from different participants. After-school care staff work overload, impede the implementation of action depends on the support of supervisory staff to encourage and work-sharing, in addition to resolving problems but also able to pull the team strength. 3. The facts of the linkage of community learning resources: To strength the links of the community learning resources, and extend the“after- care- class” into a sustainable operation as well. Through the operation of the action research, we had identified that all the attendants and partners had taken a big stride forward in their leaning and grown during the interaction. Not only had they formed team consensus but built up a reciprocal relationship in the course of time. Finally, this research expects to propose appropriate recommendations basing on the result of our analyses on the issue discussed above.