應對國中教育會考「減C」績效落差：提升學習扶助成效策略之探討

Addressing the Performance Gap in the Junior High School Basic Competency Test: Exploring Strategies to Enhance the Effectiveness of Remedial Education Programs

儘管學習扶助計畫推行已逾十年，2024年國中教育會考中「待加強」學生比例不降反升，顯示現行計畫在提升低成就學生學習成效方面仍面臨諸多挑戰。有鑑於此，本研究旨在探討學校如何因應「減C」績效落差，並進一步分析可行之學習扶助優化策略，以提升整體計畫效能。
本研究採用質性研究方法，透過立意取樣選取三所學習扶助推動成效優異之學校作為研究場域，並以深度訪談方式蒐集第一手資料。研究參與者涵蓋校長、主任與教師等不同角色之學校成員，以確保多元視角的分析。
研究結果顯示，學習扶助計畫成效主要受限於教師教學層面與學生學習層面兩大挑戰。進一步分析指出，政策資源之整合與彈性調適為提升計畫成效的關鍵因素。此外，透過文化認同之學習遷移策略，不僅能有效激發學生學習動機與學力表現，亦有助於營造正向積極的學習氛圍。同時，結合實質與精神層面的激勵機制，更能強化學生參與意願，進一步提升學習扶助計畫之整體成效。

Although the Remedial Education Program has been implemented for over a decade, the proportion of students identified as“needing im¬provement”in the 2024 Junior High School Basic Competency Test has not decreased but instead increased. This trend indicates that the current program still faces considerable challenges in improving the academic performance of low-achieving students. In light of this issue, this study aims to explore how schools respond to the performance gap related to the“C Reduction”policy and to analyze feasible strategies for optimizing remedial education in order to enhance overall program effectiveness.
This research adopts a qualitative approach and employs purposive sampling to select three schools with outstanding performance in imple¬menting remedial education as the research sites. In-depth interviews were conducted to collect firsthand data. The participants included prin¬cipals, academic directors, and teachers to ensure the inclusion of diverse perspectives in the analysis.
Research findings indicate that the effectiveness of the remedial education program is primarily constrained by two major challenges: in¬structional limitations on the part of teachers and learning difficulties among students. Further analysis reveals that the integration and flex¬ible adaptation of policy resources are critical factors in enhancing pro¬gram outcomes. Moreover, implementing culturally responsive learning transfer strategies can not only effectively stimulate students’learning motivation and academic performance but also help foster a positive and proactive learning environment. In addition, combining both tangible and intangible incentive mechanisms can further strengthen students’willingness to participate, thereby improving the overall effectiveness of the remedial education program.