國小課後照顧實施現況-以林口區某國小為例

CCUR > College of Social Sciences > Department of Social Welfare > thesis > Item 987654321/53599

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Title:	國小課後照顧實施現況-以林口區某國小為例 The Surrent Status of After-School Care Implementation in Elementary Schools - Taking an Elementary School in Linkou District as an Example.
Authors:	詹惠玲 CHAN, HUI- LING
Contributors:	青少年兒童福利碩士學位學程
Keywords:	課後照顧服務課後照顧福利弱勢兒童福利特殊兒童課後照顧課後照顧教師壓力課後福利方案照顧 after-school care services after-school care benefits disadvantaged children’s welfareafter-school care for special children after-school care teacher pressure after-school welfare program care
Date:	2024
Issue Date:	2024-11-11 10:18:20 (UTC+8)
Abstract:	隨著3C時代的來臨社會快速變遷多元家庭日益增多，學童課後照顧的需求也越來越受到大家的重視，不再像以前只是把孩童放在家裡給長輩帶就好了，更應該妥善安排他們的課後時間，讓孩童們能夠健康快樂的學習發展。然而國民小學的課後照顧服務班(以下簡稱課照班)是否符合家長們的期望，還是只是應付家長的需求；教師們在課後照顧的時間裡是否遇到難以解決的困境，這些都值得我們去深入探討與研究，希望可以提升國內課後照顧的品質，讓更多家長可以不用花大錢去尋求外面的補習班，在校內就能讓孩子得到一個舒適安心的學習環境。基於上述源由本研究目的如下：一、了解分析課後照顧服務班實施的現況、困難，並發展出解決策略，以提供教育主管單位改善之參考建議。二、探討家長對於非營利課後照顧服務班之需求及導向、課後照顧服務班老師之困境，如何解決雙方問題及需求，以提升課後照顧服務之品質。三、找出最適福利方式，以解決課後資源無法滿足弱勢學童之問題。本研究訪談對象有五位家長及六位老師、一位校長，有以下幾點發現：一、課後照顧服務班實施的現況:(一)課後照顧班生師比過高，班級裡需要個別加強輔導者偏多，(二)課後照顧老師缺少專業特殊教育知能與師資不穩定，(三)缺少對弱勢學童照顧的友善環境與品質，(四)課後班經費及資源的不足。二、課後教師工作壓力及困境: (一) 時間上的壓力，(二)教學資源及支持不足，(三) 學生行為與班級經營管理， (四)家長溝通和期望壓力， (五)心理壓力和疲勞等工作壓力。三、家長對課後照顧的需求和期望，因個人主觀及家庭背景狀況會有所不同，但依訪談結果綜合以下幾點發現: (一) 學習資源與品質上的期望，(二) 環境安全和有效照顧，(三) 延長服務時間和方案，(四) 學童社交和品格發展，(五) 家長與學校的溝通。四、弱勢學童在課後照顧福利實施方式包括生活及心理上支持有以下幾個方面: (一) 費用補助， (二)專門課程活動及方案， (三)心理輔導和支持， (四)人際關係建立。依據訪談分析結果提供以下幾點解決策略，供教育單位參考，藉此提高課後照顧服務人員的專業能力並確保課後照顧的教育品質: (一)小班制與多元化教學，(二)提供課後照顧人員專業培訓計畫，(三)強化課後照顧服務人員師資管理，(四)爭取政府和社區資源支持，(五)重視弱勢學童課後友善的學習環境，(六)提高親子教育素養。 With the advent of the 3C era, society is rapidly changing and the number of diversified families is increasing. The need for after-school care for school children has also attracted more and more attention. It is no longer just a matter of leaving children at home to be taken care of by their elders as before, but should be properly arranged. Their after-school time allows children to learn and develop healthily and happily. However, whether the after-school care service class (hereinafter referred to as the after-school care class) in national primary schools meets the expectations of parents, or whether it just meets the needs of parents; whether teachers encounter difficulties that are difficult to solve during after-school care time, these are all worthwhile. We have conducted in-depth discussions and research, hoping to improve the quality of domestic after-school care so that more parents can provide their children with a comfortable and secure learning environment in school without having to spend a lot of money to seek external cram schools. Based on the above sources, the purpose of this research is as follows: 1. Understand and analyze the current situation and difficulties in the implementation of after-school care service classes, and develop solution strategies to provide reference suggestions for improvement by education authorities.2. Discuss the needs and orientations of parents for non-profit after-school care service classes, the dilemma of teachers in after-school care service classes, and how to solve the problems and needs of both parties to improve the quality of after-school care services.3. Find the most appropriate welfare method to solve the problem that after-school resources cannot meet the needs of disadvantaged students. This study interviewed five parents, six teachers, and one principal. The following findings were made: 1. The current status of the implementation of after-school care service classes: (1) The student-teacher ratio in after-school care classes is too high, There are more people who need individual intensive tutoring. (2) After-school care teachers lack professional special education knowledge and unstable teachers. (3) There is a lack of friendly environment and quality for caring for disadvantaged students. (4) Insufficient funds and resources for after-school classes. . 2. Work pressure and dilemmas of after-school teachers: (1) Time pressure, (2) Insufficient teaching resources and support, (3) Student behavior and class management, (4) Parental communication and expectation pressure (5) Psychological pressure and fatigue and other work stress. 3. Parents’ needs and expectations for after-school care will vary depending on personal subjectivity and family background. However, based on the interview results, we found the following points: (1) Learning resources and quality expectations, (2) Environmental safety and effective care, (3) extended service hours and programs, (4) socialization and character development of students, (5) parent-school communication. 4. The implementation of after-school care benefits for disadvantaged students includes the following aspects of life and psychological support: (1) Fee subsidies (2) Special course activities and programs (3) Psychological counseling and support (4) Building of interpersonal relationships. Based on the interview analysis results, the following solution strategies are provided for reference by educational units to improve the professional capabilities of after-school care service personnel and ensure the educational quality of after-school care: (1) Small class sizes and diversified teaching, (2) Provide Professional training plan for after-school care staff, (3) strengthening teacher management of after-school care service staff, (4) seeking government and community resource support, and (5) focusing on a friendly learning environment for disadvantaged students after school.
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