以往傳統研究探討同儕相互幫助的機制多在於量化性的陳述其有效結果，然而，在小老師的教學與被幫助者的學習動機上卻較少提出在兩位小朋友的言談互動中，何以促使此同儕相互幫助的機制有正面的效果。本個案研究旨在探討英語為外語的學習環境中，在國小階段的英語補救教學裡，同儕相互幫助的動機與影響。本文採用維高斯基 (Vygotsky) 社會文化學習理論來探討在台灣的國小補救教學環境中，教室兩人一組的同儕學習中，小老師如何使被幫助者語言知識建構起。 本研究對象針對30位五年級學生，分為兩人一組，共15組，實施為期20週小老師制度教學，並且針對其中一組的互動方式，作深入的研究。 研究方法採用質化的言談分析及晤談訪問。資料分析重於探討被幫助者如何藉由小老師的協助，完成該年級應學會的字母、單字認讀與基礎閱讀的過程。目的是希望呈現小老師在與被幫助者言談互動之中，小老師如何一步一步地提供合適的協助以建立被幫助者的語言知識概念。 本研究主要的發現有： 1. 這一名受過小老師制度訓練的小學生能夠很快掌握學習者的學習困難處並提供協助。 2. 這一名小老師用程度分級的協助方式來探測學習者的能力，且能夠發揮創意，給予適當的協助。學習者也表示小老師用多種問答的方式來幫助自己釐清學習盲點，這樣有助於了解自己的學習潛力。 3. 這一名小老師與學習者之間的朋友關係在學習過程中扮演重要的媒介角色。 本研究根據以上議題討論結果，在文末進一步提供建議，作為教育學者們參考。

本論文以「實施國中補救教學師資精進計畫之分析—以新北市國中國文科為例」為主題，旨在探究新北市政府與國立臺灣師範大學共同合作之國中補救教學師資精進計畫之現況、困境及相關建議。資料蒐集主要採取文件分析法及訪談法，結論如下： 一、參與教師年資偏低、正式教師比例僅佔一半，教師延續參加的比例偏低。 二、教師肯定師訓之精神及其辦理成效，但對偏遠學校有交通不便的困擾，也會干擾教師本身工作之進行。 三、教師能學會補救教學相關專業知能，並能活用教學技巧於其他教學場域，但備課時間過長成為教師之負擔。 四、學生學習成效在動機及語文能力部分有所進步，但很難有立即的成效。 五、政策本身缺乏強制性，造成在學生編班、教師招募、行政執行上有所困難。 最後依據研究結果提出具體建議，提供教育行政機關、學校及未來研究之參考。 / The purpose of the study is to investigate the topic-the analysis of qualified teachers of the EOQEDS' implementation. Take the major subject of Chinese Literature as an example. The main point is to discuss the current situation, difficulties and suggestions of the EOQEDS cooperated by New Taipei City Government and National Taiwan Normal University. The methods of data collection are adopted by the analysis of documentary and interview survey and the results are as follows: 1.Participating teachers have less seniority; the proportion of formal teachers is only half of the group; the proportion of teachers continuing participating in the group is relatively low. 2.Teachers agree with the spirit of EOQEDS and with the effect of EOQEDS' practice. However, teachers working in remote schools are sometimes annoyed by the inconvenient transportation problems, which may also interfere the process of teaching. 3.Teachers can acquire knowledge related to remedial teaching and utilize skills of teaching to other education fields, but it is a burden that preparation of teaching sources and materials takes too much long time. 4.The effects of the student’s learning are promoted on the motivation and the abilities of the literature, but it takes too long time to be revealed. 5.Policies themselves lack power of compulsory. As a result, it is difficult to group students into class, to hire teachers, and to execute education administration. According to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration, junior high schools and the research in the future.

在英文為第二語言和為外語的領域中，學習者的期待扮演著重要的角色，進而影響學習者對於新學習任務的觀感。隨著科技的演進，電腦輔助語言學習提供了英文學習者一個嶄新的學習環境，也影響了學習者的期待。然而，低英語學習成就者在線上英文補救課程的期待卻鮮少被探究。 本研究目的為探討低英文學習成就者之期待與其對於線上學習之經驗與看法。本研究的參與者為三位英文低學習成就者。這三位參與者皆為大學一年級的女學生且參加學校提供的線上英文補救教學。本研究使用問卷、英文能力測驗和訪談來挑選適合的被研究者與收集資料。所得到的資訊將會以質性的方式分析並呈現參與研究者的期待、期待之轉變和對線上學習的經驗與看法。 研究結果顯示出不同類型的自我期待影響學習者對線上學習的期待。擁有自我增值類型的自我期待之被研究者傾向於規範自己和期待英文能力進步；擁有自我貶抑類型的自我期待之被研究者傾向於對課程內容設計與同儕學習期待多一點；擁有適當自我評估類型的自我期待之被研究者對於自我學習管理良好且調整自己的學習狀態以適應新的線上學習環境，獲得更好的學習成效。此外，一些相關的議題也對被研究者有相當的影響，例如：面子、焦慮、自我效能、學習團體等。根據研究結果，有四項聲明可以被提出：第一，線上學習者對於面子相當在意；第二，不同自我期待之線上學習者對於焦慮有不同的處理方式；第三，對於線上學習來說，自主學習能力是很重要的。最後，並不是每一位線上學習者皆需要學習社群。 總而言之，線上學習者的內在因素與外在的學習行為是密不可分的。被研究者的線上學習行為與經驗皆被其期待影響。在語言教育者著重於教室內的學習現象的同時，社會文化因素也是需要被納入考量的重要的議題。 / In the field of ESL and EFL, learners’ expectations play a significant role and affect learners’ perception toward upcoming learning tasks. With the advance of technology, the computer assisted language learning provides English learners with alternative learning context, influencing the learners’ expectations. However, low achievers’ expectations in the online remedial English program are rarely investigated. The present study aimed at exploring the pattern of low achievers’ expectations and presenting the experience and perception of low achievers learning online. Participants were 3 English low achievers in a university. All of them were female freshmen and attended the online remedial English course offered by the university. Questionnaires, proficiency tests, and semi-structured interviews were administered to select participants and collect data. Later, the elicited information will be analyzed in a qualitative ways to display the expectations towards the online remedial English course, expectation shift, perceptions and experiences of online learning. The results showed that different types of the self-expectation influenced the learning expectations toward online learning. The participants with self-enhancement tended to regulate herself and expect to improve English proficiency more; the one with self-derogation inclined to expect course design and peer learning more; the one with appropriate self-appraisement regulated herself well and accustomed herself to the alternative online learning context for better learning results. Moreover, some issues played an important role to the three participants, including face, anxiety, self-efficacy, and a sense of learning community. Based on the results of this study, four assertions were proposed. First, face issues were of high concerns of these online learners. Second, learners with different types of self-expectation may treat anxiety in diverse ways. Third, self-regulatory efficacy was important to online learning. Finally, developing a learning community might not be welcomed by all the online learners. To sum up, online learners’ internal factors and external learning behavior were interwoven. The online experiences and performances of the three participants were affected by their expectations. As language educators focus on the learning phenomena in the classroom, the socio-cultural factors are other significant issues needed to be taken into consideration.

本研究在探討英語電子繪本教學對於國小學生在認字表現以及學習態度的影響。此研究以54位來自台中市四年級英語低成就的小學生為研究對象，他們分別來自7個不同的班級，這54位學生被分成實驗組跟對照組，兩組無論在數量、性別、背景以及認字表現上皆相似。實驗組實施電子繪本教學而對照組則實施紙本繪本教學，每週上課一次，經過16週的教學後，兩組皆進行認字表現測驗及施以英語學習態度問卷。蒐集測驗及問卷所得的資料以獨立樣本t檢定及相對樣本t檢定來進行統計分析，研究結果顯示實驗組及對照組在認字表現及學習態度皆有顯著差異，電子繪本組在認字表現測驗成績比紙本繪本組好，而且英語低成就學生在電子繪本教學後，學習態度有正向的改變。希望實驗的結果能幫助老師提升學生的認字能力並且廣泛推行英語電子繪本教學。最後，研究者根據實驗的結果，對未來研究方向提出一些建議。 / This study investigated the effects of the electronic storybook instruction on the word recognition performance of elementary school students. Additionally, the effects of the electronic storybook instruction on students’ English learning attitudes were explored. Fifty four fourth-grade underachievers selected from seven classes at an elementary school in Taichung City were the participants of this study. The participants were divided into two groups and they were matched based on the numbers, gender, background, and word recognition performance. The control group received picture book instruction, while the experimental group took electronic storybook instruction once a week. The Word Recognition Test and Learning Attitude Questionnaire were administered to both groups after the 16-week instruction. The data collected from pre-test, post-test, pre-questionnaire, and post-questionnaire were analyzed by an independent samples t test and a paired samples t test. The results showed there were significant differences between the two groups in their word recognition performance and English learning attitudes. The results presented that the underachievers receiving electronic storybook instruction performed significantly better than those who received picture book instruction on word recognition performance. Moreover, it was found that electronic storybook instruction positively changed the underachievers’ English learning attitudes. It is hoped that the findings will help teachers improve students’ word recognition ability and promote the widely adoption of electronic storybooks. Based on the findings of this study, some suggestions for the future research were offered at last.

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

本研究旨在探討高一學生於「複數與複數平面」單元教學完畢後，解題時發生錯誤的主要類型，並探討發生錯誤的原因，再根據這些錯誤的原因，設計補救教學課程，以進行補救教學活動，並分析補救教學活動的成效。 根據本研究，學生於「複數與複數平面」單元解題主要錯誤類型有下列十一種：對複數的定義了解不清、不知二根式乘除的運算規則、不熟悉i的次n方或不具「級數」觀念無法順利利用 乘冪的特殊性質、作複數的四則運算時易發生錯誤、不知複數絕對值的意義或觀念仍停留在國中「負的變正的，正的還是正的」的錯誤觀念、不清楚共軛複數的定義或共軛複數與複數絕對值產生混淆、不會利用複數絕對值的運算性質、無法將複數正確地對應到複數平面上、平面幾何能力不足、尚未建立複數概念、習慣以整數思考。發生錯誤的主要因素有：定義不清，似是而非、受直觀影響，產生錯誤類推、無法將複數與複數平面連結、先備知識不足。 補救教學成效方面：空白率不論由整份試卷或個別試題做檢定，均呈現明顯下降、答對率以整體學生來看，大部分試題答對率均上升，以高低分組來看，無論是高分組或低分組學生，成績均明顯改善。保留效果以整體學生來看，答對率並沒有顯著差異，全體學生後測與延後測成績呈高度正相關。特別針對低分組學生做檢定，發現低分組學生的學習保留得很好，後測與延後測答題差異並不顯著。此外，學生普遍認為以PowerPoint 與 GSP 為工具的補救教學，學習內容與教材更能吸引學生的注意，增進學生的學習成效，因此學生對補救教學大多抱持著正面的看法。 / The research aims to explore the main error types of first grader’s in a senior high school when solving the unit of complex number and complex plane after the instruction, including the possible reasons of their errors. The course designs of the remedial instructions are followed according to those reasons. At the end of this study, some analyses of the effects of remedial instruction activities are provided. In this study, there are eleven main error types from the first graders when proceeding to do the unit of complex number and complex plane : vague understanding about the definition of complex number; lacking necessary knowledge for the operation rules with the multiplication and division of two radicals; unfamiliar with handling the power of i and sum of the them; constantly making mistakes when doing the fundamental operations of arithmetic with complex number; confusing the meaning or conception concerning the absolute value of complex number under the false ideas existed in junior high about “A negative becomes a positive , and a positive is still a positive ”; not knowing the definition of conjugate complex number or confusing conjugate complex number with the absolute value of complex number; incapable of using the idea of operating the absolute value of complex number; failing to relate complex number to complex plane; inability in plane geometry; unable to construct the concept of complex number; habitual thinking with integer. The primary factors of making the above errors, according to this research, are as follows: ambiguous definition; paradoxical; influenced by instinct; making false analogy; failing to effectively connect complex number with complex plane; lacking prerequisite knowledge. As for the results of this remedial teaching, the rate of blank in students’ answer sheets, regardless of the whole test sheets or individual tests, has obviously decreased; the learners’ rate of accuracy as a whole is mostly higher; the improvement of grades, both in the brilliant group and in the poor group, is significantly improved; the effect of retention, in view of the whole participants’ rate of accuracy, varies insignificantly; more important, the results of students’ post-tests and postponed post-tests are in highly positive correlation. In testing the poor group, we find their retention of learning excellent. The variations of answers in the post-tests and postponed post-tests are not significant. Besides, most learners pay much attention to the contents and materials of employing Power Point and GSP and consider them as useful tools in the remedial teaching. In conclusion, the participants make great progress under this experiment. Therefore, most learners take positive perspectives from the remedial instruction.

英語簡單句的認知診斷模式測驗，具有積極的教育意義，其訊息可以協助國小學生瞭解自己，也可以幫助國中小學校進行補救教學，促進國中英語課程的銜接。本研究對象為429位基隆市國民小學六年級學生，自編具有英語簡單句六個認知屬性的試題及其相關影響因素的測量問卷，研究發現如下： 壹、古典測驗理論之試題分析探索題目和相關影響因素： 一、英語簡單句題目，具有內部一致性信度和選項誘答力。 二、英語簡單句題目，以2個或3個認知屬性的題目比僅有1個認知屬性的題目具有難度與鑑別度。 三、自我效能、內在動機題目，具有良好的建構效度和內部一致性信度。 貳、以認知診斷模式分析英語簡單句測驗： 一、對於不良試題，認知診斷模式和古典測驗理論之試題分析結果可相呼應。 二、英語簡單句題目以G-DINA模式進行分析較為適當。 三、DINA模式和G-DINA模式的分析結果，大致相同。 四、僅有1個認知屬性的題目，有較高猜測參數，可能需要再檢視Q矩陣結構或修改試題。 五、認知屬性中，人稱代名詞單複數的判斷之精熟程度最高，而現在式一般動詞在單數或複數人稱上的使用之精熟程度最低。 六、精熟組型中，有幾乎一半的學生均具備全部的認知屬性；但是，也有約略二成的學生不具備任一認知屬性。 參、女學生、有課後英語文課程、高自我效能和高內在動機者，具有較多認知屬性個數的精熟組型 最後，本研究根據研究結果，提出供教育相關當局與人員之教學與研究建議。

本論文主旨在探討以廣泛閱讀方式將電子書運用於國中英語補救教學的課程，對於英語補救教學學生在辨認字義、閱讀理解與英語閱讀態度的影響。文中亦探討學生在實行課程當中所面臨的困難與挑戰，以及對此課程之看法。本研究以六位來自新北市八年級英語補救教學學生為研究對象，每週上課一次為期26週，課程分兩階段進行。第一階段為上學期16週，採學生個人閱讀方式；第二階段則為下學期10週，加入同儕閱讀夥伴方式閱讀。兩階段課程之前後，分別以英語測驗作為前後測。而在本研究開始前及結束後，均對學生進行閱讀態度的量測，使用工具為Yamashita (2013)的第二語言閱讀態度量表。在全部課程結束後，所有學生須填寫關於本課程的問卷。 研究結果顯示在第二階段加入閱讀夥伴後，學生在辨認字義上有顯著進步。在閱讀理解方面則成效不明顯。而且，此課程對於補救教學學生在英語閱讀態度有正面影響。根據研究結果，本研究建議國中英語教師可妥善安排閱讀夥伴，以電子書廣泛閱 讀方式融入補救教學來提升學生的認字能力與英語學習態度。此外，本研究亦提供教師教學現場以及未來研究方向之建議。 / This study aims to investigate how e-book extensive reading as a remedial program (EERRP) affects English remedial learners’ word recognition, reading comprehension, and reading attitudes towards English. It also attempts to explore the difficulties and challenges met by the remedial students and their responses to the EERRP. Six eighth-grade remedial students at a junior high school in New Taipei City were participants in this study. The 26-week program was divided into two stages with one class period every week. Stage 1 included individual reading for the first 16 weeks and Stage 2 included pair reading with reading partners for the remaining 10 weeks. The Test of English Word Recognition and Reading Comprehension was administered to the remedial students as pre-test and post-test in both stages. The degree of changes in reading attitude was assessed by using the reading attitude scale (Yamashita, 2013) before and after the EERRP. At the end of the program, a post-study questionnaire was administered to each of the participants. The results showed that there was a significant difference in word recognition skills after the inclusion of reading partners in Stage 2. The effect was not quite as good for reading comprehension. Moreover, it was found that the EERRP had positive effects on the attitudes of the struggling EFL readers towards reading English. Based upon the findings, it is suggested that junior high school English teachers can make good use of reading partners and employ the EERRP to facilitate the word recognition skills and enhance the attitudes towards learning of struggling students. Pedagogical implications and suggestions for future studies are presented as well.

本研究旨在運用點讀筆輔助國中文言文補救教學，基於設計研究法迭代改進的過程，設計點讀筆輔助國中文言文補救教材及學習策略，並驗證其對於國文補救教學的效益。本研究以高雄市某國中二年級參與國文補救教學共6位八年級學生為研究對象，以設計研究法在教學實際現場基於學生學習過程中的質化觀測訪談紀錄，以及學習成效前後測與點讀筆內建學習歷程記錄等量化數據資料分析結果，進行包括準備（分析、設計）、執行（發展、實施）、評鑑（反省、產出）之循環迭代改進過程，以探究與發展結合點讀筆與紙本課文輔助文言文補救教學教材與學習策設計，為教師運用點讀筆發展文言文補救教學教材提供可行之實施模式。 結果顯示，本研究透過設計研究法發展出一套可有效輔以文言文補救學習之點讀筆搭配紙本教材與學習策略模式，並經由兩次循環修正歷程，產出一套較佳之點讀筆搭配紙本與學習策略模式之教材設計。本研究歸納在設計上應考量點讀的搭配性、自學的引導性、內容的適切性，並建立程序指引提醒，以發揮點讀筆搭配紙本輔助閱讀學習之功能。本研究產出之點讀教材，可透過碼點貼紙支援文言文學習所需之背景知識的補充、課文朗讀與背誦、文意理解、提出問題深入思考等學習需求，也搭配SQ3R學習策略流程引導，適合於學習者自學，並且可以進行重複學習，學生具有高度自主性，為學習落後學生搭建一有效之學習鷹架，培養學生帶得走的能力，為國文補救教學開創一有效且創新的學習模式。 / This study aims to apply digital pens to assisting in the literary Chinese remedial instruction in junior high schools. Based on the process of Design-based Research iterative improvement, the digital pen supported literary Chinese remedial teaching materials and learning strategies are designed, and the Chinese remedial learning efficiency is verified. Six G8 students in a junior high school in Kaohsiung City participating in the Chinese remedial instruction are studied. With Design-based Research, the qualitative observation and interview records of the students’ learning process and the quantitative data analyses of the pretest and posttest of learning performance and the digital pen built-in learning process records are preceded cyclic iterative improvement, including preparation (analysis and design), practice (development and implementation), and assessment (introspection and output) to explore and develop the design of digital pen supported and paper-based texts integrated literary Chinese remedial teaching materials and learning strategies. It is expected to provide a feasible model for teachers developing digital pen supported literary Chinese remedial teaching materials. The results show that an effective literary Chinese remedial instruction integrated with digital pen supported and paper-based materials and the learning strategies could be developed through Design-based Research. Furthermore, with two cyclic revision processes, the better digital pen supported and paper-based integrated material design and learning strategies could be generated. It is concluded in this study that the collocation of digital pen, the guiding for self-learning, and the content appropriateness should be taken into account of the design, and the procedural guideline reminder should be established to present the function of digital pen supported and paper-based reading learning. Through code stickers, the digital pen supported materials could supplement the required background knowledge for literary Chinese learning, text reading and recitation, content comprehension, and in-depth thinking with problems. With the guidance of SQ3R learning strategies, it is suitable for self-learning and could be proceeded repeated learning and the students present high autonomy so as to build a learning scaffold for the students fell behind in learning, to cultivate students with the abilities to take away, and to create an effective and innovative learning model for Chinese remedial instruction.

近年來，台灣的新移民子女人數遽增，其外籍父母又以東南亞籍最多，如何利用新移民家庭的母語資源，以及處理新移民子女特殊的教育需求，遂成為重要的課題，雙語教育措施可能是重要的途徑之一，目前已經藉由火炬計畫、外籍配偶子女輔導計畫等措施付諸實行。 為了探求雙語教育的憲法定位，本文擬先介紹美國、加拿大的雙語教育學理，將雙語教育區分為若干類型，簡介相關的教育心理學、教育社會學研究，以作為討論法律、憲法爭議的前提問題。 本文以美國法作為主要的比較觀察對象，對移民學生提供雙語教育不論是法律上或社會上，在美國都具有極大的爭議性，本文從歷史脈絡、法律沿革、法院判決中進行爬梳整理，探討美國憲法上雙語教育的定位，發現提供雙語教育可能會遭遇某些憲法上的障礙，人民也有可能依據美國憲法來請求雙語教育，另外有部分篇幅討論國際人權法與加拿大憲法的相關規定，作為比較解釋的參照。 比較法的參照可以給我國憲法若干啟示，本文認為，強勢的雙語教育比弱勢的雙語教育更有利，而憲法平等權之規定將會是新移民子女請求雙語教育的最佳途徑。