The Status of Remedial Instruction Implementation in Taichung Municipal Junior High Schools

• Main Authors: Hui-Mei Tsai, 蔡慧美
• Other Authors: An-Li Peng
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/65750917887309668104

碩士 === 南華大學 === 國際事務與企業學系公共政策研究碩士班 === 103 === 　　The purpose of this research is to examine the status of remedial instruction implementation and the problems encountered in Taichung municipal junior high schools. This is a qualitative research which uses literature analysis and in-depth interviews on the teachers in Taichung municipal junior high schools. Remedial instruction administrative staff and teachers are selected as samples to be interviewed. The results of the study are listed as follows: 1. Both remedial instruction administrative staff and teachers are trained with remedial instruction methods, but teachers' understanding of the content of the program is limited. 2. Teachers are not willing to serve the remedial instruction. The lack of human resources influences the plan of establishing classes. 3. In terms of execution levels, it is more efficient to conduct remedial instruction classes during winter and summer vacations. 4. Using five indicators of the effectiveness of remedial education programs as an item of assessment is a heavy burden for schools. 5. The percentage of teachers attending remedial instruction learning classes reached almost 100%. However, the content of the learning classes are not practical. Teachers are more interested in actual teaching methods shared by others. 6. Teachers are distressed with the classroom management while distributing remedial instruction. 7. Remedial instruction materials are mostly manufactured by teachers. However, there is a large difference among students. It is not easy to control the difficulties of the materials. 8. Teachers hope that the teaching materials in remedial instruction resource websites can be strengthened in its diversity and practicality. 9. Teachers will adjust teaching strategies to meet students’ needs. This is helpful in enhancing teaching effectiveness. 10. Remedial instruction administrative staff is facing a difficulty in human resource, time arrangement, and equipment on the computerized test which is required to implement three times a year. 11. Most schools did not use assessment result as a basis in arranging remedial instruction groups, but teachers are willing to use the results as a reference to diagnose the students’ weaknesses and adjust their teaching methods based on the diagnostic results. 　　Finally, according to the findings of this study, the suggestions are made to the education administrative organization, schools and future researchers.