A Study on the Influence of Remedial Instruction Project on Elementary Students Learning achievement-Take Hope elementary school in southern Hualien country as an example.

• Main Authors: TSAI YU HAN, 蔡玉函
• Other Authors: Tung-Yueh Pai
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/5fa9c7

碩士 === 明新科技大學 === 管理研究所碩士在職專班 === 107 === Education is an important force for promoting social mobility and upward improvement. It is also an important investment for the country's economic and social development. Only by actively implementing the concept of equal educational opportunities, strengthening the support of low-achieving students and complementing their learning gaps can truly implement social equity and justice. In 2011, the Ministry of Education issued the "Recommendation Plan for Remedial Teaching in National Primary Schools and National Secondary Schools". It hopes to integrate the two programs of "Hand in Hand - After School Support" and "Education Priority Area - Learning Counseling" to enhance low-achievement and disadvantaged students. The learning ability achieves the standard of basic academic ability and the effectiveness of learning, and further promotes the spirit of "education has love and learning is not harmful". This study is based on the literature review, qualitative research as the research method, and the use of "semi-structured interviews" for research, as well as remedial teaching teachers as interviewees, the purpose of which is to explore the hope of the South China National Primary School in Hualien County. Respond to the current situation and predicament of teaching implementation, the factors of student learning effectiveness and the assistance required, identify ways to enhance learning willingness and effectiveness, and implement the educational goal of "Bringing Every Student Together". The results of the study, the factors that influence the learning outcomes of schoolchildren during remedial teaching include:(1) Teacher's teaching intentions (2) Teaching mode and use of teaching materials (3) Time adjustment arrangements (4) Students' willingness to learn and family problems. Finally, the researchers made recommendations based on the findings and reflections of the remedial teaching site: (1) reducing the number of students in the remedial class (2) using effective teaching strategies to create successful student experiences, providing teachers with reference for remedial teaching or follow-up research. In addition, future remedial teaching should carefully consider the individual differences of students and the gap between educational resources and urban and rural areas, and carefully analyze the subjective and objective factors that lead to the low achievement of learning to adjust the relevant teaching strategies, so that remedial teaching can really get the specific results with less effort.