相遇、攜手與扶助──以大美國小四甲學生同儕協助數學補救教學為例

Encountering,Hand-in-Hand and Support–The Remedial Teaching of Math Class by the Help of Peer,Taking the Fourth Grade of Da-Me Elementary School as an example

本研究採用同儕教導的方式進行數學補救教學，針對研究者服務學校四年級的8位學生為實驗組，另以附近天水國小的8位學生為控制組，其中，以實驗組進行為期四個月的同儕協助補救教學，所得資料以無母數統計之曼–惠特尼U考驗（Mann–Whitney U test）進行資料分析，並藉由觀察紀錄、教師隨堂札記、數學自信心量表及數學評量分數等方法，來瞭解學生對補救教學實施的感受與成效。研究結果發現：
一、同儕協助補救教學能提升學生的學習興趣。
二、同儕協助補救教學能提升學生數學自信心。
三、同儕協助補救教學能提升學生數學評量成績。
相關建議如下：
一、經由同儕協助補救教學，能提升學生數學學習的興趣、信心與學習成就，值得推行。
二、教師進行補救教學時，宜考量個別學習差異及同儕教導的應用，妥善安排學生座位。
三、為利同儕教導的長久實施，宜建立小老師的獎勵制度，以利補救教學之實施。
四、短時間（四個月）的同儕協助補救教學尚無法有效確保學生數學成績的長期進步，故宜實施長期性（一學年）的同儕協助補救教學。

In this study, the way of the peer teaching system was adopted to conduct the mathematical remedial instruction, for forth-grade 8 students in the school in which the researcher serves as the experimental group, and 8 students in the nearby Shuei Elementary School as the control group. The peer-assisting remedial teaching was conducted in the experimental group for four months, and the data obtained was analyzed with the Mann –Whitney U test . By the methods of observation records, teachers' class notes, the mathematics confidence scale, and the mathematics assessment scores, students' feelings and effectiveness of the implementation of remedial teaching were understood.
The results show that: the peer-assisting remedial teaching can enhance students' interest in learning, self-confidence in learning math, and mathematics assessment results.
The related recommendations are as follows:
1.Through the peer-assisting remedial teaching, students' interest, confidence and academic achievement in mathematics learning can be enhanced, which is worth pursuing.
2.When teachers conduct the remedial teaching, they should consider the individual learning differences and the application of the peer teaching system and properly arrange for students' seating.
3.To facilitate the long-term implementation of the peer teaching, it is suggested to set up the reward system of the assistant teacher to facilitate the implementation of remedial instruction.
4.Peer-assistance remedial math teaching effective in ensuring student progress, so teachers can use cooperative learning model to promote effective learning.