| Summary: | 碩士 === 國立屏東教育大學 === 教學視導碩士學位學程 === 100 === The research aim to explore the promoting history and the executing progress of the “Hand-in-Hand Project – Afterschool Intervention Program”. Content includes the analysis of the current running status, teacher teaching behavior, difficulties encountered, and possible solutions during the promoting and executing periods. The following studies and analysis were performed in order to achieve the goals in this research: literature review; research framework and procedures confirmed; interview outline edited; live interview performed and data extracted (with eight teachers and six students who were involved/participated in the project). With all the information gathered, interviews performed, and items observed, the research provides results, which then were turned into conclusions. Suggestions were also made.
The conclusions are as follows:
1. The school administration hired specialists to be in charge of the
intervention program and the promotion of the project. This ensured the
organization of the classes, arrangement of the class sizes, fund expenses,
and follow up tracking and guidance are properly planned and executed.
2. The school administration assisted the teachers to evaluate students’
initial abilities and their current level in order to provide proper
assistants. The administration further recorded students’ learning
conditions and modified the teaching strategy and guidance accordingly.
3. Teachers designed the programs to fit the students’ needs. Making good
use of the proper teaching methods and class management provided a
harmonious class atmosphere and established fine teaching interaction.
These improved the results of students’ studies. Having a harmonious
class atmosphere improved students’ studies.
4. Most students liked the class content and teaching materials from the
program. Good learning attitudes generated good teacher-student
interactions. Parents were also very concerned about their children’s
studies; their attentions assisted the students to progress.
5. The obstacles that the school administrative faculties face predominately
come from the lack of desire of the teaching staff in participating, the
issues with program scheduling, the lack of cooperation from the parents,
and fund shortage.
6. The possible solutions to resolve the above obstacles for school
administrative faculties are as follows: arrange flexible class time,
provide extension training information, arrange supports and counseling
from the education advisory group, provide teachers with sufficient
advise and communication, establish platforms for teaching resources,
and construct communication networks for parents and the communities.
7. The obstacles that the teaching staffs face predominately come from the
drastic differences in students’ level, the lack of study motives from the
students, the lack of cooperation from the parents, minimal teaching
hours, and the lack of support for the teaching materials and strategies.
8. The possible solutions to resolve the obstacles for teaching staffs are as
follows: create teacher-student communication networks, conduct
individual case conference with the students’ homeroom teachers, attend
professional trainings for the intervention programs, and share the
teaching experience between teaching staffs.
According to the above conclusions, practical suggestions were addressed in this paper to provide references for schools, teachers, and future researchers.
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