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題名 實施補救教學之行動研究
Implementing a Remedial Class: An Action Research
作者 方苡蓁
Fang, Yi Jen
貢獻者 招靜琪
Chao, Chin Chi
方苡蓁
Fang, Yi Jen
關鍵詞 補救教學
低成就學生
有效教學
Remedial instruction
Low-level students
An effective instruction
日期 2016
上傳時間 3-Aug-2016 11:42:11 (UTC+8)
摘要 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
參考文獻 Albertson, K. M. (2004). Effect of diagnostic reading instruction on the reading ability of remedial middle school students in a replacement class setting (Order No. 3209072). Available from ProQuest Dissertations & Theses A&I. (305059099). Retrieved from http://search.proquest.com/docview/305059099?accountid=10067
Atweh, B., Kemmis, S. & Weeks, P. (1998) (Eds.) Action research in practice. N.Y.: Routledge.
Bonnéry, S. (2007). Comprendre l’échec scolaire Élèves en difficultés et dispositifs
pédagogiques. Paris : La Dispute.
Charles A. Dana Center, Complete College America, Education Commission of the States, Jobs for the Future. (2012 December). Core Principles for Transforming Remedial Education: A Joint Statement
Chen, S. L. (2007) A survey of ways and needs of remedial program for disadvantage junior high school students on Taitung. Taipei, Taiwan: Education Information Library.
Chen. Z.Z. (2013, August 17). 補救教學經費 加碼至15億。Central News Agency. Retrieved from http://www.cna.com.tw/news/aedu/201308170041-1.aspx
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp.255-296). New York: Macmillan.
Comprehension Assessment Program for Junior High School Students. (2015)
104年國中教育會考各科能力等級加標示人數百分比統計。http://cap.ntnu.edu.tw/1040605-1.html
Donovan, M.S. , and J. Bransford, editors. 2005. How Children Learn. Washington DC: National Academies Press.
Dyke K. (without year) Action Research - The Manual. Retrieved from http://www.mun.ca/educ/courses/ed4361/virtual_academy/campus_a/aresearcher/index.html
Elliott, J. (1979) Implementing school based action-research: Some hypotheses. Cambridge Journal of Education. 9 (1).
Greene, J. P. (2000). The cost of remedial education: How much michigan pays when students fail to learn basic skills. estimates of the annual economic cost to businesses, colleges, and universities to counteract employees` and students` lack of basic reading, writing, and arithmetic skills. A mackinac center report. ( No. MCPP-S2000-05).Mackinac Center for Public Policy, 140 West Main Street, P.O. Box 568, Midland, MI 48640. Retrieved from http://search.proquest.com/docview/62345980?accountid=10067
Griffin, J. C. The effect of computers on secondary remedial writing Available from ERIC. (62931107; ED340018). Retrieved from http://search.proquest.com/docview/62931107?accountid=10067
Griffiths, M. (1990) Action research: grassroots practice or management tool in Lomax, P. (ed.) Managing staff development in schools: Action research (pp. 37-51). Clevedon: Multilingual Matters.
Grubb, N. W., Boner, E., Frankel, K., Parker, L., Patterson, D., Gabriner, R., . . . Wilson, S. (2011). Basic skills instruction in community colleges: The dominance of remedial pedagogy. working paper, number 2. Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Retrieved from http://search.proquest.com/docview/964170043?accountid=10067
Ho, Y. F. (2012). Teaching Practice for English Remedial Instruction in Primary and Middle Schools: A Case Study. (Doctoral thesis, National Taiwan Normal University, Taiwan) Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=eWY86s/record?r1=3&h1=0
Hsu, J. K. (2011). The Application of Story Grammar Instruction in an EFL Remedial Classroom: Using English Picture Books as A Medium. Unpublished master’s thesis, National Chiayi University, Chiayi, Taiwan.
James M. (1996). Curriculum Action Research: A Handbook of Methods and Resources for the Reflective Practitioner Paperback. Retrieved from https://books.google.com.tw/books?id=hXLbAAAAQBAJ&pg=PA41&dq=Stenhouse+Action+research&hl=zh-TW&sa=X&ved=0ahUKEwjpktfs89PNAhWGmJQKHVUvCpIQ6AEIGjAA#v=onepage&q=Stenhouse%20Action%20research&f=false
Kao, Y.L. (2013). An Action Research of Applying Communicative Language Teaching to English Remedial Instruction on 8th Graders. Unpublished master’s thesis, National Chiayi University, Chiayi, Taiwan.
Knapp, Michael S.; And Others, (1995), Teaching for Meaning in High-Poverty Classrooms. Teachers College Press, Columbia University, 1234 Amsterdam Avenue, New York NY 10027
Lee, L. C. (2012, December). A Study of the Relationship between Junior High and Elementary School Teachers` Attribution on Disadvantaged Underachievement Students and their Remedial Teaching Practice. αβγ Journal of Quantitative Research, 4(2). Retrieved from http://www.airitilibrary.com.autorpa.lib.nccu.edu.tw/Publication/alDetailedMesh?DocID=P20110516001-201212-201304160010-201304160010-25-46
Mandel, H.P. and Marcus, S.I. (1988). The psychology of underachievement – Differential diagnosis and differential treatment. New York: John Wiley & Sons.
Minchew, S. S., & Amos, N. G. (2000). Cooperative editing: An effective strategy for error reduction in remedial freshman composition. Research in the Schools, 7(1), 43-52. Retrieved from http://search.proquest.com/docview/62246613?accountid=10067
Montgomery, D. (1998). Reversing lower attainment – Developmental curriculum strategies for overcoming disaffection and underachievement. London: David Fulton Publishers.
Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. Handbook of positive psychology, 89-105.
Nakamaru, Sarah. (2012). Investment and Return: Wiki Engagement in a "Remedial" ESL Writing Course. Journal of Research on Technology in Education, 44(4): 273-291
Nunan, D. (2007). Research Methods in Language Learning. New York: Cambridge University Press.
Park, O.-c., & Lee, J. (2003). Adaptive instructional systems. Educational Technology Research and Development, 25, 651-684.
Perrenoud, P. (1989). La triple fabrication de l’échec scolaire. Psychologie française,
no 34, p. 237-245.
Phelps, D. G., & Pottorff, D. D. (1992). Using newspapers with remedial secondary students to improve reading and writing literacy. Reading Horizons, 33(1), 41-46. Retrieved from http://search.proquest.com/docview/62837338?accountid=10067
Remedial students from summer 90 to spring 93--follow-up through spring 96. (1996). Moraine Valley Community College., Palos Hills, IL. Office of Institutional Research.. Retrieved from http://search.proquest.com/docview/62591766?accountid=10067
Retter, Shannan; Anderson, Christine; Kieran, Laura.(2013). iPad Use for Accelerating Reading Gains in Secondary Students with Learning Disabilities. Journal of Educational Multimedia and Hypermedia 22.4 (November 2013): 443-463.
Rathvon, N. (2010). The unmotivated child: Helping your underachiever become a successful student: Simon and Schuster.
Roberts, N. (2004). An Exploration of Underachievers in the classroom. A Peer Reviewed Journal, 7(3) Retrieved from http://people.ucalgary.ca/~egallery/volume7/roberts.html
Salmani-Nodoushan, M. (2007). Error treatment in the EFL writing class: Red pen method versus remedial instruction. Journal of Educational Technology, 4(3), 53-58. Retrieved from http://search.proquest.com/docview/61939112?accountid=10067
Stuart, C. & Thurlow, T, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs and classroom practices. Journal of Teacher Education, 51(2). 113-121.
Wang, H. L. (2003), The Effect of Using the Computer-Assisted Instruction as Remedial Teaching on the Junior High English Underachievers (Master thesis, National Kaohsiung Normal University) Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=eWY86s/search?s=id=%22091NKNU0332003%22.&searchmode=basic
Wood, Luke J. ; Ireland, Mei-Yen S. (2014). Supporting Black Male Community College Success: Determinants of Faculty-Student Engagement. Community College Journal of Research and Practice , 38.2 , 12~23
Wu, T. Y. (2011). The Effects of Using Chants in a Junior High School English Remedial Program. Unpublished master’s thesis, University of Kang Ning, Tainan, Taiwan.
Xu, Y.G., & Chen, Y.X. (2007). EFL Teachers` Perceptions and Practices Regarding the Implementation of Remedial Instruction for Underachievers. English Teaching & Learning, 31(2), 1-41.
Young, K. M. (2002). Retaining underprepared students enrolled in remedial courses at the community college Retrieved from http://search.proquest.com/docview/62203795?accountid=10067
Zhang, (2012) 張祝芬(2012)。十二年國教配套之國中小補救教學實施方案評析。台灣教育評論月刊，1(6)。
描述 碩士
國立政治大學
英語教學碩士在職專班
100951014
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100951014
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin Chien_US
dc.contributor.author (Authors) 方苡蓁zh_TW
dc.contributor.author (Authors) Fang, Yi Jenen_US
dc.creator (作者) 方苡蓁zh_TW
dc.creator (作者) Fang, Yi Jenen_US
dc.date (日期) 2016en_US
dc.date.accessioned 3-Aug-2016 11:42:11 (UTC+8)-
dc.date.available 3-Aug-2016 11:42:11 (UTC+8)-
dc.date.issued (上傳時間) 3-Aug-2016 11:42:11 (UTC+8)-
dc.identifier (Other Identifiers) G0100951014en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/99680-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 100951014zh_TW
dc.description.abstract (摘要) 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。








 		zh_TW
dc.description.abstract (摘要) 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		en_US
dc.description.tableofcontents 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		zh_TW
dc.format.extent 1554144 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100951014en_US
dc.subject (關鍵詞) 補救教學zh_TW
dc.subject (關鍵詞) 低成就學生zh_TW
dc.subject (關鍵詞) 有效教學zh_TW
dc.subject (關鍵詞) Remedial instructionen_US
dc.subject (關鍵詞) Low-level studentsen_US
dc.subject (關鍵詞) An effective instructionen_US
dc.title (題名) 實施補救教學之行動研究zh_TW
dc.title (題名) Implementing a Remedial Class: An Action Researchen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Albertson, K. M. (2004). Effect of diagnostic reading instruction on the reading ability of remedial middle school students in a replacement class setting (Order No. 3209072). Available from ProQuest Dissertations & Theses A&I. (305059099). Retrieved from http://search.proquest.com/docview/305059099?accountid=10067
Atweh, B., Kemmis, S. & Weeks, P. (1998) (Eds.) Action research in practice. N.Y.: Routledge.
Bonnéry, S. (2007). Comprendre l’échec scolaire Élèves en difficultés et dispositifs
pédagogiques. Paris : La Dispute.
Charles A. Dana Center, Complete College America, Education Commission of the States, Jobs for the Future. (2012 December). Core Principles for Transforming Remedial Education: A Joint Statement
Chen, S. L. (2007) A survey of ways and needs of remedial program for disadvantage junior high school students on Taitung. Taipei, Taiwan: Education Information Library.
Chen. Z.Z. (2013, August 17). 補救教學經費 加碼至15億。Central News Agency. Retrieved from http://www.cna.com.tw/news/aedu/201308170041-1.aspx
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp.255-296). New York: Macmillan.
Comprehension Assessment Program for Junior High School Students. (2015)
104年國中教育會考各科能力等級加標示人數百分比統計。http://cap.ntnu.edu.tw/1040605-1.html
Donovan, M.S. , and J. Bransford, editors. 2005. How Children Learn. Washington DC: National Academies Press.
Dyke K. (without year) Action Research - The Manual. Retrieved from http://www.mun.ca/educ/courses/ed4361/virtual_academy/campus_a/aresearcher/index.html
Elliott, J. (1979) Implementing school based action-research: Some hypotheses. Cambridge Journal of Education. 9 (1).
Greene, J. P. (2000). The cost of remedial education: How much michigan pays when students fail to learn basic skills. estimates of the annual economic cost to businesses, colleges, and universities to counteract employees` and students` lack of basic reading, writing, and arithmetic skills. A mackinac center report. ( No. MCPP-S2000-05).Mackinac Center for Public Policy, 140 West Main Street, P.O. Box 568, Midland, MI 48640. Retrieved from http://search.proquest.com/docview/62345980?accountid=10067
Griffin, J. C. The effect of computers on secondary remedial writing Available from ERIC. (62931107; ED340018). Retrieved from http://search.proquest.com/docview/62931107?accountid=10067
Griffiths, M. (1990) Action research: grassroots practice or management tool in Lomax, P. (ed.) Managing staff development in schools: Action research (pp. 37-51). Clevedon: Multilingual Matters.
Grubb, N. W., Boner, E., Frankel, K., Parker, L., Patterson, D., Gabriner, R., . . . Wilson, S. (2011). Basic skills instruction in community colleges: The dominance of remedial pedagogy. working paper, number 2. Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Retrieved from http://search.proquest.com/docview/964170043?accountid=10067
Ho, Y. F. (2012). Teaching Practice for English Remedial Instruction in Primary and Middle Schools: A Case Study. (Doctoral thesis, National Taiwan Normal University, Taiwan) Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=eWY86s/record?r1=3&h1=0
Hsu, J. K. (2011). The Application of Story Grammar Instruction in an EFL Remedial Classroom: Using English Picture Books as A Medium. Unpublished master’s thesis, National Chiayi University, Chiayi, Taiwan.
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