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| 研究生： |
方苡蓁 Fang, Yi Jen |
|---|---|
| 論文名稱： |
實施補救教學之行動研究 Implementing a Remedial Class: An Action Research |
| 指導教授： |
招靜琪
Chao, Chin Chi |
| 學位類別： |
碩士
Master |
| 系所名稱： |
外國語文學院 - 英語教學碩士在職專班 The Master of Arts in English Teaching |
| 論文出版年： | 2016 |
| 畢業學年度： | 104 |
| 語文別： | 英文 |
| 論文頁數： | 191 |
| 中文關鍵詞： | 補救教學 、低成就學生 、有效教學 |
| 外文關鍵詞： | Remedial instruction, Low-level students, An effective instruction |
| 相關次數： | 點閱：157 下載：82 |
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本研究採行動研究，旨在探討如何設計出一套符合低成就學生需求的補救教學課程。實施對象為九年級六位體育班學生並選取其中兩位做深入的紀錄。地點為南部一所特偏國中，經歷十五週。研究結果如下:
第一，對低成就學生有幫助的教學設計應考量到:
1. 教材應就低成就學生程度而做適宜的改編。
2. 診斷學生學習困難之處並對症下藥，以提升學生學習信心。
3. 根據學生偏好的學習模式，課程應減少老師講課，多讓學生做活動。
第二，補救教學課程確實能幫助低成就學生學習，基於以下五點:
1. 師生互動頻繁。
2. 不必趕進度，學生做中學。
3. 學生告訴老師自己想學的東西，落實學習者中心的理念。
4. 友善環境下，學生逐漸培養出讀書習慣。
5. 活動多元，從各面向訓練學生英語能力。
第三，如何提供一套有效的補救教學課程，有以下三點發現:
1. 將課堂學習與學生的生活經驗相連結。
2. 學生主導自己的學習。
3. 提供支持的學習環境。
實施過程中面臨到最大的挑戰為學生時輟時學，搖擺不定的態度。因應方式為冷靜處理，堅持到底。
最後，根據研究結果，對教學與未來研究提出相關建議。
This study adopted action research to explore how to design an effective remedial instruction based on the low-level students’ varied needs. This remedial English program was implemented to six ninth PE specialty graders, lasting for fifteen weeks in junior high school locating in the extremely rural area. The findings of this study are as follows:
As the aspects of offering a helpful remedial instruction, first, the contents must be adapted to meet the low-level readiness levels. Second, the class can focus on students’ difficulties to enhance students’ confidence. Third, the teachers can reduce lectures to allow for activities based on the students’ leaning styles.
The low-level students were proved to benefit from the remedial English class because first, there was lots of interaction between the students and the teacher. Second, the remedial class did not have to follow the fixed schedule, and the students could learn through participating in activities. Third, the students told their needs to the teacher. The learner-centered concept was carried out in this way. Fourth, the low-level students were provided with constant support and help, and they gradually cultivate study habits. Fifth, the remedial class offered diverse activities to develop students’ proficiency.
After implementation, the researcher concluded three points to design an effective remedial instruction. First, connect the learning to students’ personal experience. Second, let the students take the active role. Third, create a support environment.
In the process, the challenge was the students’ lax attitudes and inconsistency. The teacher solved the dilemma with reason and persistence.
Finally, based on the findings, suggestions for teaching and future studies were discussed.
Keywords: Remedial instruction, Low-level students, An effective instruction
Table of Contents
Acknowledgements 5
Abstract 9
Table of Contents 11
Lists of Table 14
CHAPTER 1 15
BACKGROUND AND MOTIVATION 15
PURPOSE OF THE STUDY 16
RESEARCH QUESTIONS 17
SIGNIFICANCE OF THE STUDY 17
CHAPTER 2 19
REMEDIAL INSTRUCTION IN GENERAL 19
The Urgent Need for Remedial Instruction 19
The Effectiveness of Remedial Education 20
The Shared Problems among Most of the Remedial Education 20
REMEDIAL INSTRUCTION IN TAIWAN 23
Pursuing the Best Teaching Methods for Remedial Instruction 23
The Efficiency in Remedial English Class in Taiwan 27
Investigating What Low Achievers Really Need 27
UNDERACHIEVERS 28
Underachievers’ Tendencies Result in Their Bad Experience at Schools 29
Departmentalized nature of instruction 29
Underachievers’ Problem to be Solved 30
ACTION RESEARCH 31
CHAPTER 3 33
CONTEXT AND PARTICIPANTS 34
Criteria for Choosing the Two Participant 35
The Participants 35
PROCEDURES 37
DATA COLLECTION 41
Interviews 42
Field notes 43
Students’ learning log 43
Video recording 43
DATA ANALYSIS 44
CHAPTER 4 45
DESIGN OF THE REMEDIAL CLASS 45
The Goals of the Remedial Class 45
INSTRUCTIONAL IMPLEMENTATION 57
STUDENT CASE A: PHOEBE 93
Before the Remedial Class 93
In the Junior High School 97
PHOEBE’S PERFORMANCE ON THE FIRST GOAL: THE TEACHER ENCOURAGING THE STUDENTS TO BUILD UP VOCABULARY POWER (THE STUDENTS’ NEED) 99
PHOEBE’S PERFORMANCE ON THE SECOND GOAL: THE TEACHER MAKING THE OBSCURE GRAMMAR RULES COMPREHENSIBLE (THE STUDENTS’ LEARNING DIFFICULTY) 100
PHOEBE’S PERFORMANCE ON THE THIRD GOAL: THE TEACHER DESIGNING CONTEXTS FOR THE STUDENTS TO PRACTICE SPEAKING (THE STUDENTS’ INTEREST) 105
Step One: The teacher having the students speak one sentence 105
Step Two: The teacher having the students create mini dialogues 108
Step Three: The teacher having the students communicating directly with the Native English Teachers 112
Step Four: The students’ performance: Phoebe’s oral presentation 115
THE CHALLENGES FROM PHOEBE IN THE REMEDIAL CLASS 117
AFTER THE COMPREHENSIVE ASSESSMENT 119
PHOEBE’S THOUGHTS ON THE REMEDIAL CLASS 121
STUDENT CASES B: GINA 124
BEFORE THE REMEDIAL CLASS 124
The First Time to Learn English 124
In the Junior High School 126
GINA’S PERFORMANCE ON THE SECOND GOAL: THE TEACHER MAKINGS THE OBSCURE GRAMMAR RULES COMPREHENSIBLE (THE STUDENTS' LEARNING DIFFICULTY) 130
Step One: The students understanding sentences and writing sentences as practice with the supports of the cue cards 130
Step One: Building Up the Students’ Word Power 133
Step Two: The students doing the multiple-choice grammar questions 133
GINA’S PERFORMANCE ON THE THIRD GOAL: THE TEACHER CREATING CONTEXTS FOR THE STUDENTS TO PRACTICE SPEAKING (THE STUDENTS' INTEREST) 136
Step One: The teacher having the students speaking one sentence 136
Step Two: The teacher having the students creating a mini dialogue 139
Step Three: The teacher having the students directly communicate with native English speakers 141
Step Four: The students’ performance: Gina’s oral presentation 144
CHALLENGES 150
CHAPTER 5 157
RESEARCH QUESTION ONE 157
Challenges 157
Advantages 159
RESEARCH QUESTION TWO 160
The First Issue: The contents must be adapted to meet the low-level students’ readiness level. 161
The Second Issue: The class needs to focus on grammar to enhance the students’ confidence. 162
The Third Issue: The class needed to reduce lectures and increased activities based on the students’ learning styles. 163
Connecting Students’ learning to Their Living Experiences 164
Letting the Students Take the Active Role 165
Creating a Support Environment 166
REFLECTION 167
CHAPTER 6 171
SUMMARY OF THE FINDINGS 171
PEDAGOGICAL IMPLICATIONS 173
LIMITATIONS OF THE STUDY 174
SUGGESTIONS FOR FUTURE RESEARCH 174
CONCLUSION 174
REFERENCES 177
Appendix A 185
Appendix B 186
Appendix C 187
Appendix D 188
Appendix E 189
Appendix F 190
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