新移民子女課後照顧之實施現況與教學策略之研究

A Study of the Current Implementation of After-school Care and the Instructional Strategy for Children from New Immigrant Family

高家斌(Chia-Pin Kao)；蔡秋桃(Chiu-Tao Tsai)；鄭博真(Bor-Jen Jeng)；蘇玲慧(Ling-Hui Su)

新移民子女 ； 課後照顧 ； 教學策略 ； children from new immigrant family ； after-school care ； instructional strategy

華醫學報

40期（2014 / 06 / 01）

41 - 63

繁體中文

本研究旨在探討新移民子女課後照顧之實施現況與教學策略，使用訪談法進行研究，選取十位國小課輔班及安親課輔班教師為訪談對象，主要結論如下：1.「課業學習能力」：新移民子女的語文能力較弱於一般學童，較無法瞭解其字彙所表達的意思，在語句及字彙的排序有錯置的情形。2.「同儕社交互動」：與一般學童之間的互動沒有太大問題，同儕相處融洽。3.「學習困境」：學習困難以口語表達較多，語言的使用概念上比較無法具體了解語意。4.「適應能力」：在學習適應上無太大的差異，國小低年級的學生在學習上可能需要較多的時間才能適應。5.「親師互動」：教師普遍以電話、聯絡簿等作為溝通方式，或利用家長來接送學生的空檔進行溝通，讓家長了解孩子的學習狀況。6.「教學技能」：視學生的情況而訂定目標，以加強學生基本觀念，透過不斷地反覆練習來奠定學習的基礎。7.「班級經營」：使用正向管敦的方式來鼓勵學生，亦使用小老師的輔導制度，透過同儕的協助給予適時的輔導。8.「教學內容」：以輔導學生完成學校課業為主，安排相關的活動課程， 讓學生得以多元學習，充實知能。

This research aims to investigate the current implementation of after-school care and the instructional strategy for children from new immigrant family. The interview method had used in the study with 10 teachers in elementary after-school programs and after-school care as the interviewees. The main findings had included as follows: 1. ＂Academic learning ability＂: children from new immigrant family have poorer language skills than average children. They have difficulties to understand the meanings of words and may misplace words in sentences. 2. ＂Peer social interactions＂: they had appeared to interact well with other children and good peer relationships. 3. ＂Learning difficulties＂: their learning difficulties had mostly found in oral expression. They may fail to specifically understand the meaning of words in terms of the concept of using a language. 4. ＂Adaptability＂: there is no evident difference in learning adaptability. Students in the lower elementary grades might need more time to adapt. 5. ＂Parent-teacher interaction＂: teachers generally communicate with parents through telephones and communication books, or try to communicate when parents come to pick up students in order to let parents understand students' learning conditions. 6. ＂Teaching techniques＂: To strengthen basic concepts, teachers set goals according to students' situation. A learning foundation is laid through continuous and repeated practice. 7. ＂Class management＂: Teachers encouraged students by the application of positive reinforcement. An instructional system of teaching assistants had also employed to provide proper mentoring through peer support. 8. ＂Content＂: the primary focus of after-school care is to help student complete their homework from school. Relevant activities and programs had provided as auxiliary content to enhance students' learning and enrich their knowledge with multiple approaches.