An Action Research of Constructing a Chinese Remedial Instruction Supervising Mechanism for Disadvantaged Children

• Main Authors: Mei-Lin Chang, 張美琳
• Other Authors: Fei-Chuan Chen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/13987058038227874626

碩士 === 雲林科技大學 === 技術及職業教育研究所碩士班 === 97 === The present action study targeted on five disadvantaged second-grade students whose Chinese grades were C or D; sixteen weeks of remedial instruction was performed. Accordingly, adopting qualitative research approach, this research utilized classroom observation, assisting teachers’ teaching records, supervising reflection records, personal supervision, group supervision, and interview data for feedback. Moreover, through incessant observing, supervising, and interactive discussing with the assisting teachers, the present research discovered problems, sought for improving strategies, and modified the next teaching actions. In addition, this research constructed the remedial instruction supervising mechanism, ensured the qualities of remedial instruction, and elevated the learning effects of students. Ultimately, the principal research results are as follows: 1. The connotations of professional Chinese remedial instruction supervising mechanism are as below: (a) Disadvantaged and underachieved children tend to have obstacles on learning, behaviors, and emotions. Thus, systematic remedial teaching materials and teaching strategies must be properly conducted to effectively promote students’ learning interests and learning effects. (b) Instruction supervisors must receive professional Chinese assisting courses and observe assisting teachers from professional perspectives regularly. (c) Professional instruction supervisors must be equipped with the abilities of Chinese instruction, remedial instruction, educational diagnosis, instructional supervision, communication, and administration. (d) Taking care of the on-spot instruction to assist teachers’ growths is a feasible and effective mode of operation. 2. Assisting teachers will confront such problems as instruction, classroom management, accidental situations, administration, and communication. 3. Under the relationship of mutual trust, instructional supervision solves difficulties via ways of assistant communication, offering resource, illustration, instructional demonstration, cultivating teachers’ self-perceptions, and ameliorating abilities.