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

本研究旨在瞭解探討北部某C大學實施學生評鑑教師教學之現況，並探討大學生回答開放性問題對該課程的優點與建議，進行文字探勘分析。 本研究利用問卷調查，在期末課程結束前，利用上網方式，對該課程進行填答。問卷所得資料進行敘述統計、因素分析、信度分析、獨立樣本t檢定、單因子變異數分析、皮爾森相關、多元迴歸與R軟體進行詞彙權重、文字雲、主題模型和群集分析。本研究結論如下： 一、學生評鑑教師教學現況以教學態度感受程度最高。 二、問卷各題項以「教師教學態度認真負責，且授足所需授課之時數」平均分數最高。 三、回饋性建議肯定「教學目標明確」最高，最需改善「彈性調整教學內容」。 四、學生評鑑教師教學因學生年級和課程類別不同而有顯著差異。 五、學生評鑑教師教學成效與學習成績呈低相關，以「教學評量」有預測力。 六、重要詞彙與文字雲發現「教學」、「內容」、「喜歡」及「同學」共同詞彙。 七、各學院主題模型命名，主要有觀察，考試與教學內容。 八、各學院集群分析結果，學生重視教學內容、學習過程與收穫及考試。 根據上述結果提出建議，以供教育行政主管機關、教師及未來研究者之參考。 / The purpose of this study was to explore the current situation of t in the C university of North, and finding the strength and suggestion of the class to opening question used text mining. Before the class will be over , a questionnaire survey, using the internet, was used to gather personal information and the measurement applied in this research. The questionnaire is analyized by descriptive statistics analysis, independent t test, one-way ANOVA, Pearson correlation analysis, multiple regression, vocabulary weight, word cloud, topic model, and cluster analysis in R software. Conclusions obtained in this study are as in the followings: 1. The situation of student ratings of instruction scored over average on the effectiveness of teaching, with “teaching atttitude” the highest. 2.. The highest average scores of the items in the questionnaire were "serious and responsible teachers' teaching attitude and the number of hours required for teaching grants." 3. The feedback of suggestions is “The current of teaching objectives” and need to improve the “filxible adjustment of teaching content”. 4. The student ratings of instruction were vary significant in terms of student grade and course type. 5. Student ratings of instruction effectiveness and academic performance is low correlation, with "Teaching evaluation" predictive. 6. The findings on the important phrases and word clouds were “Teaching”, “Content”, “Likes”, and “Classmates”. 7. The naming of the theme model in each college is “Observation”, “Examination”, and “Teaching content”. 8. The results of cluster analysis each college were focused on “Teaching content”, “Learning process and gain”, and “Examination”. Based on the findings above, suggestions and recommendation were provided as a reference for educational administrators, and teachers, and as a guide for future research.