| 摘要: | 自70年代開始，臺灣正由農業社會邁向勞力密集的工業發展，這時原住民族往往因就業、教育或相關資源誘因，紛紛從原鄉遷徙至都會區，而形成都市原住民族。也致使不少原住民族學童因而被迫前往都市城鄉就學。因此，政府針對都市原住民族規劃了相關的補助、優惠措施，在原住民族遷移至都市尋求生存時給予幫助；但形成至今已面臨人口組成、文化背景的差異、家庭資源與社會支持等困境，導致其學習落後，基此，學校提供的補救教學應運而生。研究者身為國小教育人員，發現學校補教教學現場，出現部分問題與困境影響教學成效，故本文將以都市原住民族學童的視角頗析學童參與補救教學的實際看法及感受。本研究的目的如下：
一、 探討都市原住民族學童參加補救教學計劃的原因。
二、 瞭解都市原住民族學童對補救教學授課內容與授課方式的看法。
三、 瞭解都市原住民族學童對補救教學授課教師的感受。
四、 瞭解都市原住民族學童對補救教學實施成效的想法。
本研究採用質性研究之個案研究半結構式訪談法，在研究方案中以訪談法為主，並以觀察法為輔，進行資料的蒐集與分析。
研究結果認為，都市原住民族學童往往因缺乏學習動機，以至於一直無法提升其學習成效，也因為長期學習成效低落，學習意願也跟著降低。故增加學童對補救教學參與意願，並提升學習興趣，將學童需求作為授課安排，儘量配合學生需要，依能力的差異個別化教學，同時亦可透過改變學生的學習態度（如自我歸因）來提升學習成效。除此之外，學童家長的支持、配合與鼓勵對執行成效有很大的助益。
Since 1980s, Taiwan is moving from agricultural society to labor-intensive industry. At this moment, indigenous people often migrate from their hometown to the city because of employment, education or other related resources and become urban aborigines. Because of this phenomenon, many indigenous schoolchildren are forced to go to urban for study. Therefore, the government has planned relevant subsidies and preferential measures for urban aborigines and given help when they were moving to the city. However, urban aborigines have faced dilemmas such as population composition, cultural background, lack of family resources and social support from the beginning, all of the above lead to learning backwardness. Based on this, the remedial teaching provided by the school came into being. Is this investment actually effective? Not clear. However, as an elementary school educator, I found some difficulties and problems that exist in remedial teaching. Therefore, this paper will deeply analyze the practical views and feelings of the students participating in the remedial teaching from the perspective of the urban aboriginal schoolchildren. The purpose of this study is as follows：
1. Exploring the reasons why urban aboriginal schoolchildren participate
in the remedial teaching program.
2. Understanding the views of urban aboriginal schoolchildren on the
content and teaching methods of remedial teaching.
3. Understanding the feelings of urban aboriginal schoolchildren on
remedial teaching teachers.
4. Understanding the idea that urban aboriginal school children can
implement the effectiveness of remedial teaching.
This study uses qualitative research of cases to study semi-structured interview. In the cases, it relies mainly on interview survey while observation survey subsidiary, then gets on data collection and analysis.
Result of this research demonstrates that the urban aborigines often lack of learning motivation so they can't promote their learning effectiveness. Also according to long-term low learning effectiveness, the student's learning willingness is cut down. Increasing the students' willingness to participate remedial teaching, elevating their interest, arranging their needs in the class, teaching them based on individualized ability difference and changing their learning attitude, such as self-attribtion, can upgrade learning effectiveness. In addition to this, execution of remedial teaching needs parents' cooperation, support, and encouragement. |
