2019-08-012024-05-13https://scholars.lib.ntu.edu.tw/handle/123456789/653802「補救教學」是師資培育中心的新興課程，目的在培育合格的大專補救教學師資，幫助舒緩各中學課後輔導人力不足。筆者已開設此門課達五個學期，兩學分課程並搭配至鄰近中學實作八小時，修課的師資生表示本課程的難度較高，實作過程中面對3-5位學習低成就、低動機學生時，常感到挫折，在較乏班級經營技巧情況下，授課過程中干擾情況有時難以掌控。 筆者因而想透過此計畫改善此課程之設計，透過「協同教學」的模式將3位師資生編為一組入班，導入「精熟學習法」作為補救課程設計的架構，幫助師資生習慣以「單元教學－形成性評量－充實與校正活動」的概念設計課程；在3位師資生協同的情況下，能採用更多樣的分組合作學習模式，使教學活潑、生動。「協同入班」的操作希望減緩師資生獨自入班的恐懼，在教學與班經問題部分，也可以3人共同研討。此外，為了使修課師資生得到更多支持，每一組師資生配對一位現職教師，共同備課、觀課、議課，給予教學上、班經上的指導，形成團隊社群，讓他們在實作部分得到更充分的協助與支援，減緩其挫折，增加師資生的自我效能感，對於未來獨立進行補救教學更具策略與信心，而此「協同教學」的師資培育模式也希望提供其他師培中心相關課程作參考。 Remdedial instruction' is a newly created course in the center for teacher education in order to train pre-service teachers to become qualified after-school lesson teachers. This course, which has been implemented for five semesters, is worth two credits and comprises 36 hours of lectures at the university and eight hours of teaching time in the nearby community senior high school. The previous course-takers revealed that they encountered difficulties resulting to frustration during teaching practice, including the lack of skills of managing a class of unmotivated students, the insufficiency of experience in designing lesson for lower-achievers, the needs of support and advice from the peer and experienced educators. They commented that the setbacks have challenged their belief in becoming a teacher and the 'reality shock' made them question their abilities. In light of this, the researcher would like to introduce a new approach in this course to enhance pre-service teachers' self-efficacy and techniques. It is uneasy for inexperienced teachers to face unengaged students solely, so we plan to divide course-takers into small groups of three. The mechanism of 'co-teaching' will be implemented and the collegial atmosphere is expected to provide support as well as the brainstorming for problems they encounter. Besides, we also place one in-service teacher in every group as the mentor to see through the process from lesson design, micro-teaching, classroom practice, to post-teaching discussion. This mechanism aims to alleviate the pre-service teachers' stress and provide better coaching. In terms of the lesson design, we also introduce the model of 'mastery learning' as the fundamental structure because its elements of formative assessment, corrective activities and enrichment activities are in line with the spirits of remedial instruction. We hope that the pre-service teachers' confidence and self-efficacy can increase after incorporating these supporting elements in this course. Besides, this new approach integrating 'mastery learning', 'co-teaching' and 'professional learning community' can be tested to examine if an effective remedial instructor can be successfully cultivated. The outcome of this research can also contribute to the teacher education research and this experimental model may become more widely applied for future teacher training.補救教學、精熟學習法、協同教學、教師專業社群remedial instruction, mastery learning, co-teaching, professional learning community