探討偏鄉國小遠距輔導中大學生教學階段及影響因素之行動研究

An Action Research on Teaching Stages and Influencing Factors in University Students' Distance Tutoring for Rural Primary Schools

本研究以行動研究方式，探討偏鄉國小遠距輔導中大學生的教學階段及各階段的影響因素，並對教育部數位學伴計劃的提出建議。本研究於2023年3月至2023年6月間進行，服務對象為偏鄉國小二年級學生1名、三年級學生2名，共計3位學生，由三位教育學院學士班一年級大學生進行一對一遠距同步線上學業輔導。本研究計劃每週進行1次，共8次同步遠距輔導教學，教學時間為1小時。每次教學後會立即進行約30分鐘的課後討論。研究者兼任大學端帶班老師，在計劃開始前為大學生提供全學期共24課（國小二年級12課、國小三年級12課）基本預習教案，並於每次教學後主持課後討論。
本研究採用質性分析，主要以深度訪談數據，副以觀察紀錄、教學日誌和課後討論數據作交差比對，分析大學生在遠距輔導中的教學階段及影響因素。研究發現：（1）大學生遵循了教學準備、教學行動和教學檢討三個階段，並會形成教學階段循環。（2）影響教學準備的因素有「自身學習經驗與興趣」、「對教育的認知」和「上一個教學循環的循環歷程」；影響教學行動的因素有「實際教學進度與預設進度不符」和「實際教學狀況與教學設計不符」；影響教學檢討的因素為「因應實際教學所得經驗和反思作出教學設計調整」。（3）「教學檢討」對於大學生建構和改進教學模式具有決定性的影響。
本研究的結果強調了「教學檢討」階段對大學伴的教學質素提升的關鍵作用，「恆常的課後討論」能促進大學伴的教學反思，並從而引導大學伴進行自我評估和教學的持續改進。因此，建議教育部數位學伴計劃應加入恆常的課後即時討論環節，並建議大學端帶班老師主動介入課後討論，以促進大學伴更深層次的反思。

This study employs action research to explore the teaching stages and their influencing factors in remote tutoring of rural primary school students by university students, while also making suggestions for the Ministry of Education's Digital Companions for Learning.Conducted from March to June 2023, the study involved one-to-one synchronous online academic tutoring for three students: one second-grader and two third-graders from rural primary schools, provided by three first-year bachelor students from the College of Education. The program included eight weekly sessions of one-hour online tutoring, followed immediately by 30-minute post-session discussions. The researcher, also acting as the university-level class teacher, provided 24 basic preparatory lesson plans (12 for second grade and 12 for third grade) before the program started and facilitated the discussions after each session.
This study utilized qualitative analysis, primarily analyzing data from in-depth interviews, supplemented with observation records, teaching logs, and post-session discussions to explore the teaching stages and influencing factors of university students in remote tutoring. The findings revealed: (1) The university students adhered to three stages of teaching: teaching preparation, teaching action, and teaching review, which formed a cyclical teaching process. (2) Factors influencing teaching preparation included personal learning experiences and interests, perceptions of education, and the cyclical process from previous teaching cycles; factors affecting teaching action were discrepancies between actual teaching progress and planned progress, and mismatches between actual teaching conditions and the planned design; factors influencing teaching review were adjustments made to teaching plans based on experiences and reflections from actual teaching. (3) The ''teaching review'' phase had a decisive impact on university students in constructing and improving their teaching models.
The results underscore the critical role of the ''teaching review'' stage in enhancing the teaching quality of university companions. ''Regular post-session discussions'' promoted reflective teaching among university students, guiding them in self-evaluation and continuous improvement of their teaching. Therefore, it is recommended that the Digital Companions for Learning include regular immediate post-session discussions and that university-level class teachers actively participate in these discussions to foster deeper reflection among university companions.