國民中學實施課後輔導與服務措施之研究-以台南市為例

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題名:
國民中學實施課後輔導與服務措施之研究-以台南市為例
著者: 陳富美; Chen, Fu-mei
鄭新輝; none; 教育學系課程與教學碩士班
主題: 課後輔導與服務; 英國延伸性學校; extended school in England; After-school tutoring and services
描述: 本研究旨在探討國民中學實施課後輔導與服務措施的現況以及國中生對課後輔導與服務措施的需求程度，主要目的有二：1.瞭解不同背景變項的國中生對國民中學實施課後輔導與服務措施是否具有正向反應；2.不同背景的國中生對國民中學實施課後輔導與服務措施的需求程度是否有顯著差異。本研究分成兩個階段進行，首先採取文獻分析法；分析英國的延伸性學校以及比較各縣市公佈的「國民中學寒暑假學藝活動及課後輔導實施要點」以及「國中教學正常化」問卷調查的結果，以了解國民中學實施課後輔導的現況。本研究結果發現：1.本來應尊重學生參加意願的課後輔導，實際上卻是大部分學生都參與；因為當課程安排是以新進度的教學為主時，幾乎沒有學生敢不參加學校課後輔導。2.課後輔導的課程內容，原本有明白規定：不得上新進度以及必須純粹屬於補救教學的上課性質，但是各縣市在立法不明的模糊地帶，卻依舊以各校新進度的教學為主，完全忽視學生學習自主的權利。3.依照「臺南市立中等學校辦理學生課業輔導及留校自習實施要點」，課後輔導的實施時段應在每天下午放學之後，但是仍然有學校在星期六加上輔導課，讓學校彷彿成為「有牌照的補習班」。其次，採問卷調查法；並以100學年度台南市公立國民中學的國一~國三學生為研究對象，採隨機抽樣方式抽取8所特色學校共945位進行調查。調查結果發現：1.國中生對對國民中學實施課後輔導與服務措施的需求程度，呈顯著中上程度反應，其中以「環境與設備」層面最高，「師資與輔導」較低。2.不同性別、就讀年級、學校規模及學校地區國中生之對國民中學實施課後輔導與服務措施各層面的反應，在「環境與設備」、「行政與服務」層面，國中女生得分顯著高於國中男生；「師資與輔導」層面，則是學校規模「49班以上」的學校得分顯著高於「!3~48班」的學校。而各層面要素的總體排序由高到低依序為「環境與設備」、「行政與服務」、「課程與教學」、「師資與輔導」。本研究最後綜合研究結論，建議教育行政機關應給予學校充足教育經費，繼續維持優良教學環境、維護教學設備的後續使用年限，並鼓勵學校和其他學校及社區進行策略聯盟，促進合作交流、重新規劃符合學生學習需求的課後輔導課程內容；強化教師專業進修研習，提升教師專業教學知能以及培育教學專業師資、重視教學師資的品質；建議學校行政人員應學校行政人員應全力支援教學活動的進行，和家長、社區保持密切的合作，應定期舉辦成果分享及發表，以提升課程實施成效、應積極整合校際資源，提供學生多元學習環境。關鍵詞：英國延伸性學校、課後輔導與服務
A Study on Implementing After-school Tutoring and Services in Junior High Schools- Tainan CityFu-Mei ChenAbstractThe study are mainly to find out the real situation of implementing after-school tutoring and services in junior high schools in Tainan City and students’ identification for after-school tutoring and services.The purposes of the study are:First, to see if the respondents with different background toward the after-school tutoring and services have positive reactions. Second, to see if the respondents with different background toward the after-school tutoring and services have significant different reactions.The execution of the study is seperated into two steps. The first step is,using document analysis to compare the differences among the「Implementation Points of Winter and Summer vacation’s Learning Activities and After-school Tutoring in Junior High Schools」promulgated by all the cities and counties ,and then find out the results in the questionnaire of「Teaching Normalization」. The results showed that:1.Originally, the administrative staff in junior high should respect students’ will to join after-school tutoring and services. In fact, most of the students take part in the school program. Especially when the school curriculum is mainly arranged according to new course schedule, almost no students dare not participate in the after-school tutoring and services.2.The contents of the after-school tutoring and services are clearly listed in the 「Implementation Points of Winter and Summer vacation’s Learning Activities and After-school Tutoring in Junior High Schools」. It says that implementing after-school tutoring and services doesn’t include new course schedule, and it has to be remedial teaching only. However, new course schedule is still implemented in every junior high in the gray area of legislative ambiguity, the administrative staff totally overlook students’ rights of self-learning. 3.According to 「Implementation Points of Students’ Academic Counseling and Staying-in Self-study in Tainan City’s Secondary Schools」, the implementation time of after-school tutoring and services should be after school every day, but there are still junior high schools that increase extra academic counseling classes on Saturdays. This phenomenon makes junior high schools become「cram schools with legal licenses」. The second step is using the methodology of questionnaire survey research the seventh -grade to ninth–grade students of 100 school year in Tainan City public junior high schools,and then choosing 945 students from 8 schools by randomly sampling from all the other public junior high. The results showed that:1.The students in junior high towards the identification for after-school tutoring and services mentioned in the questionnaire were rated higher than the average score of the scale. 2.Students’ gender, students’ grade in school, school size and location were the demographic variables which partlt influence the differences of response on each dimension of after-school tutoring and services. Finally, some suggestions are proposed for educational administrators, administrative staff in junior high school and following-up researches to be the reference.Keywords: extended school in England, after-school tutoring and services
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建立日期: 2012
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1155
資源來源: NUTN IR

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國民中學實施課後輔導與服務措施之研究-以台南市為例

陳富美; Chen, Fu-mei 鄭新輝; none; 教育學系課程與教學碩士班 2012

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