高雄市國民小學實施攜手計畫課後扶助之樣貌

The Appearance of After School Alternative Program from Elementary Schools

本研究旨在探究高雄市國小96－98年度實施攜手計畫課後扶助之意義，以訪視攜手計畫課後扶助為例，蒐集訪視歷程之文字、聲音、影像等資料，載入電腦軟體ATLAS.ti剪輯，進行開放編碼，共編285個文字碼，再經主軸、歷程編碼歸納概念，分析結果為：一、弱勢學生參與攜手計畫課後扶助視為公費補習。二、行政規劃主導攜手計畫實施情形。三、現職教師較無持續參與攜手計畫課後扶助。四、弱勢家庭以留校時間為主要考量。五、教學實施策略受限缺乏客觀檢測工具。六、補救意涵大於學習發展。七、整合扶助弱勢學生社會資源為評估行政績效重要考量。結論為補救國小弱勢家庭之學生基礎學科能力，參與學生能完成家庭課業，增加學習信心，而各校行政投入深淺不一，課程規劃依循訪視指標，缺乏發展脈絡，視為外加教學與行政，缺乏整合學習。針對上述結論與省思，提供作為高雄市日後推動國小攜手計畫課後扶助參考。This study aims to understand the meaning of the after school alternative program in Kaohsiung's elementary schools from 2007 to 2009. Taking examples of visiting the after school alternative program and collecting the data of words, sounds, and images via the process. The researcher uploaded and composed the data with ATLAS. ti, and encoded 285 codes overall. The researcher generalized the concepts from its theme and encoding process, and analyzed the results as follow: 1.The after school alternative program was seen as the tuition at government expense for vulnerable students. 2.Administrative plan lead execution of the after school alternative program. 3.Present teachers did not well to join the after school alternative program continuously. 4.Vulnerable families took the time of staying in school as the main concern. 5.The execution of teaching strategy was limited by objective test tools. 6.The meaning of remedy was greater than the learning development. 7.Generating the supported vulnerable students' social resource was an important concern for administrative achieve. To summarize, the after school alternative program was established to redeem the ability of fundamental courses to the elementary students from vulnerable families. In addition, the program tended to enable students to complete their homework and increase their confidence. However, the schools' administrations took the program in different depths. That is, the design of the courses was followed by visiting index and was lack of developmental plan. The after school alternative program was seen as an additional teaching and administration program and was short of learning integration. The researcher provides suggestions to Kaohsiung city and hope the conclusions above could become the references for advancing the after school alternative program.