幫助低成就學生重回數學課堂的補救教學

A remedial instruction to help low-achieving students return to math classes

本文是讓已長期學不好數學的低成就學生重回課堂學習的教學實驗，基本策略是在正課前透過分次短時的先備知識補救教學，將他們擺回可以跟上課堂學習的起點位置。具體的作法是找出學生學習上遭遇最大困難的單元，分析正課內容前一學年間該學習主題上欠缺的先備經驗，在銜接正課前的每一節數學課中，挪出五到十分鐘的時間，有計畫的漸進進行先備知識補救。這項實驗以一個五年級的班級為對象進行，並挑選其中五位列入補救教學成長測驗的個案進行觀察，收集他們在補救教學以及之後正課課堂中課堂發言、隨堂練習、測驗成績、態度變化等資訊進行成效評估。實驗結果顯示利用時間差進行先備知識補救教學能使補救教學產生效用；分次切割補救教學內容，能提升學生學習意願；運用最佳配對方式，有助提升學習信心及掌握學習內容；分次少量補救，能營造勝任感並有助提升學習意願；經先備知識補救教學後，對正式單元學習較有意願。

This study presents a teaching experiment aimed at helping low-achieving students to participate mathematics classroom learning. The basic strategy is remedial teaching of prerequisite knowledge through short, segmented sessions before the main lessons. The teacher identifies the topics where students face the greatest difficulties, analyzes the prerequisite experiences lacking in the previous learning, and allocates five to ten minutes in each math class before the main lessons for a planned, gradual remediation of prerequisite knowledge. This experiment was conducted with a fifth-grade class and five students were selected for case studies. Learning data was collected on their classroom participation, in-class exercises, test scores, and changes in attitude during both the remedial teaching and subsequent main lessons. The results of the experiment indicate that this remedial teaching of prerequisite knowledge can be effective; segmenting the remedial content can enhance students' willingness to learn; employing optimal students’pairing may help boost learning confidence and mastery of content; small, incremental remediation can foster a sense of competence and further enhance the willingness to learn; and after receiving remedial teaching on prerequisite knowledge, students show greater willingness to engage in formal unit learning.