A Study on Educators' Perception of the Implementation of Remedial Instruction Project in the Elementary Schools in Changhua County

[[abstract]]本研究旨在探討彰化縣國民小學教育人員知覺補救教學實施之情形，並比較不同背景變項下，彰化縣國民小學教育人員知覺補救教學各層面實施的差異情形、相關性和預測力，以及瞭解補救教學實施之困境。研究方法採用問卷調查法，以彰化縣之國民小學教育人員（校長、主任、組長與現職教師）為研究對象，問卷於2014年5月寄發至彰化縣94所國民小學，共500份問卷，回收有效問卷464份問卷，有效問卷回收率99.8%。問卷回收後，以描述性統計、獨立樣本t考驗、單因子變異數分析、Pearson積差相關、多元迴歸分析、次數分配表等方法進行統計分析。 根據分析結果，本研究獲致以下結論： 一、彰化縣補救教學實施情形良好。「行政執行層面」單題平均數為4.364；「教師教學層面」單題平均數是4.327；「課程設計層面」單題平均數是3.996；「學生學習層面」單題平均數為3.889。 二、不同服務年資、現任職務之教育人員對補救教學「行政執行層面」、「學生學習層面」與整體實施之知覺有顯著差異。 三、教育人員對「行政執行層面」、「教師教學層面」、「課程設計層面」與「學生學習層面」的知覺間有中度正相關；其中相關程度最高者為「教師教學層面」與「課程設計層面」，相關係數為.676。 四、彰化縣國民小學補救教學之「教師教學層面」與「課程設計層面」對「學生學習層面」具有預測力；其中以「課程設計層面」對「學生學習層面」最具預測力，其解釋變異量為42.5%，「教師教學層面」的解釋變異量則為3%。 五、彰化縣國民小學教育人員推行補救教學最大困境為彙整主管機關評鑑資料費時。 根據上述研究結果，本研究提出以下九項建議： 一、簡化行政作業，改善評鑑機制與訪視後輔導工作。 二、落實獎勵制度，肯定對補救教學執行績優之學校。 三、鼓勵教師透過補救教學資源平台分享教學經驗與教材。 四、培養大專生教學能力與技巧，落實補救教學之內涵。 五、評估補救教學時程規劃，以落實補救教學成效。 六、加強政策宣導，提高家長對補救教學之認知。 七、落實教師獎勵標準，以肯定教師辛勞並提高參與意願。 八、運用視聽媒體設備取代傳統教學方式，增進學生學習興趣。 九、評估編班方式，改善混齡教學問題。[[abstract]]The study aims to explore educators’ perception of the implementation of remedial instruction project in the elementary schools in Changhua County, and compares the differences among various background variables. Besides, the study also discusses the correlation and prediction among four aspects. This study helps realize the problems of remedial instruction. The subjects of this research are educators (principal, director, and teacher) in elementary schools in Changhua County, and 500 questionnaires are delivered to 94 elementary schools of Changhua County in May, 2014.Among these surveys, 465 of them were valid. The validity rate of questionnaires reaches 99.8%. After receiving questionnaires, the study applies descriptive statistics, independent sample t-test, one-way analysis of variance, Pearson product-moment correlation, multiple regression analysis, and frequency distribution to explore data. Results are shown as following: 1. The implementation of remedial instruction in Changhua County is good. Mean of “execution of administration” is 4.364, mean of “teachers’ instruction” is 4.327, mean of “course design” is 3.996, and mean of “students’ learning” is 3.889. 2. There are differences between various seniority and capacity on “execution of administration”, “students’ learning”, and overall remedial instruction. 3. The correlation among “execution of administration”, “teachers’ instruction”, “course design”, and “students’ learning” is medium positive correlation; and the highest are “teachers’ instruction” and “students’ learning”, whose correlation coefficient is .676. 4. “Teachers’ instruction” and “course design” could predict “students’ learning”; the former could explain 3% variances, and the latter could explain 42.5% variances. 5. The biggest problem of remedial instruction in Changhua County is that preparing evaluation data is time-consuming. In terms of results, the study proposes the following recommendations: 1. Simplify administrative job and improve evaluation mechanism and visit work. 2. Implement incentives to encourage schools that have excellent performance on remedial instruction. 3. Encourage teachers to use website for project for the implementation of remedial instruction to share teaching materials and experiences. 4. Training college students’ abilities and skills, and then achieve the objective of remedial instruction. 5. Evaluate the proposal of remedial instruction, and advance the effectiveness of remedial instruction. 6. Strengthen policy advocacy and improve parents’ perception of remedial instruction. 7. Set incentives to encourage teachers for their investment and enhance their willingness in remedial instruction. 8. Use media devices to teach students and arouse their interest in learning. 9. Evaluate the way of class grouping to improve the problems of mixed-age instruction.[[note]]碩