我國國民小學弱勢學生補償教育之研究─以彰化縣香田國小、竹塘國小為例

• Main Author: 黃鈴雅
• Other Authors: 翁志宗
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/99883352779236079590

碩士 === 國立彰化師範大學 === 公共事務與公民教育學系 === 100 === Justice and concern are the crucial part of the medium-range policy plans of Ministry of Education from 2010 to 2013, economical disadvantage and learning disadvantage resulted in the widening learning gap, in the social change of the trend of fewer children and diversification. In the democratic society, the government must provide positive discrimination to promote the middle and lower classes to the upper classes under the principle of justice and fairness; it can bridge a bimodal phenomenon of learning. Measured the plans of aid the weak of each advance countries, like EiC Action Zones of England or No Child Left Behind of American, Federal TRIO Program, etc. They solve the underachieving problems of the weak of family socioeconomic background or environment condition disadvantage actively, protect the nationals to have fair studying opportunities. The compensatory education of disadvantaged students has been progressing greatly for the recent years, with the implementation of Educational Priority Area Program, After School Alternative Program, After School Care Service, Night Angel Illumination Program. This study has found that the compensatory education provided to disadvantaged students in our country has been defective in terms of discriminative indicator of the students from the scanty natural resource area. Moreover, the practical demand of educational resource distribution has been neglected, and there have been too many difficulties during the implementation process. Finally, this study has concluded with some recommendations, hoping to construct better policies of compensatory education.