新移民子女對國民小學運用數位線上學習融入補救教學之知覺與認同度之探究

The Analysis of New Immigrant Families between the Degree of Perception to Teach, Acceptance and Digital Online Learning by Remedial Teaching Policy

本研究旨在透過文獻分析及標準化訪談，以探討國民小學新移民子女對於運用線上學習教材融入補救教學之知覺與認同度。新移民子女因其文化資本及家庭社經支持不足，在校表現容易落入弱勢族群之列，為國中小實施補救教學之重點族群，且長久以來，在學術的研究中，鮮少以半結構式訪談法聆聽學生的心聲。基於此，本研究目的有四：一、探討新移民子女對於其自身之學習成就表現之知覺為何；二、探究新移民子女對於學校實施補救教學之知覺高低；三、了解新移民子女對於學校實施補救教學之認同度程度；四、分析新移民子女對於數位線上學習融入補教教學之認同度之程度。研究對象以一所58班大型國民小學為主，且新移民子女占全校學生數10%以上之104學年度在學之四、五、六年級新移民子女，從中抽出10位學生進行訪談並收集資料。本文首先探討新移民子女學業成就及補救教學之相關文獻，並進行歸納與分析；其次探討新移民子女對其學業成就及補救教學之知覺現況以及認同度，最後分析訪談之資料，與學生之學業成績進行比較。研究發現新移民子女知覺自己的學業成就表現與實際成就評量之表現，並認同進行補救教學會產生學習效果，但不同教師的教法與教材會影響學習興趣，進一步影響學生學習成效，最後新移民子女認為數位線上的學習教材融入補救教學的實施可以幫助其增進學習興趣及成效。文末，根據研究結果提出三項相關建議。一、補救教學的觀念應加強，師資的培育應落實，並加強資訊教學與運用能力。二、補救教學的實施時間宜避免運用課後時間，應以學校彈性時間或寒暑假時間的規劃為宜。三、於補救教學中融入數位線上學習與教學，增進新移民弱勢學生的文化刺激及學習動機。四、補助新移民學生擁有數位學習設備及教材，利用翻轉教學方式，支持新移民弱勢學生的受教機會均等。上述四項建議提供學校、教育行政單位與後續研究參考。

The present study explored the degree of perception to teach, acceptance and learning by remedial teaching policy from the children of new immigrants. The subjects were fourth, fifth and sixth-grade new-immigrant students, a large class-based school and the immigrants account for more than 10% of the total number of students in the school. Data were collected 10 students (the children of new immigrants) through interviewed and questionnaires.
According to the results, four suggestions were afforded to improve educational policies and future studies. First, the concept of remedial teaching should be strengthened, teacher training should be implemented, and strengthen information teaching and use of capacity. Second, the implementation of remedial teaching time to avoid the use of after-school time, should be flexible school time or summer and winter vacation planning time is appropriate. Third, in the remedial teaching into a number of online learning and teaching, to promote the new immigrant disadvantaged students cultural incentives and learning motivation. Fourth, subsidizing new immigrant students with digital learning equipment and teaching materials, using flip teaching methods to support the disadvantaged students of new immigrants receive equal access to education opportunities.