NTNU develops teaching plans for junior high remedial courses / 3成國中生英數待加強 補救教學:減量.淺化　　　　　　　　　　

It has been three years since the implementation of Comprehensive Assessment Program for Junior High School Students. Over the past three years, more than 30 percent of students gained the lowest score in maths and English. To help these students, National Taiwan Normal University, entrusted by K-12 Education Administration, Ministry of Education, developed 27 teaching plans for teachers proving remedial courses. English teachers believe that simplifying reading passages to boost students' confidence and removing tests is the key to a successful remedial class. To motivate students who score in the bottom 25 percent in English to fall in love with the subject, Chou Hung-Ying, a high school teacher, employs different teaching methods. She shortens reading passages to make them more comprehensible for students. She does activities in class, and removes regular tests to relieve students' learning burden. ==CHOU HUNG-YING, English teacher of Ginling Girls' High School== Never give tests to students in remedial courses. I give students worksheets to make them understand what I am teaching and find ways other than tests to assess them. I make students feel that they really understand the passages they read. Chou has taught remedial courses for three years. She replaced regular tests with learning sheets to monitor student's progress, and found that students do improve in this way. ==CHOU HUNG-YING, English teacher of Ginling Girls' High School== In the beginning, he rejected learning English. Some students even harm to themselves. After taking remedial courses, he was even willing to become my teaching assistant in 12th grade. Usually, it takes longer to prove the effectiveness of remedial teaching. As long as a student makes progress, teachers have a sense of achievement. Over the past two years, 27 teaching plans designed by National Taiwan Normal University have been used, with good results. ==CHEN HSIAO-LAN, Professor of NTNU's Education Department==　 Vocational school students majoring in mechanical engineering, electromechanical engineering, business, food and beverage, beauty and hairdressing have different needs. They require different English topics for conversation or skills. Chen emphasized that the teaching plans can be modified and serve as references for teachers to design their courses. There is no such thing as a single standard to follow as high school students and vocational school students have different learning needs. TRANSLATED BY：ARIEL HSIEH 國中教育會考實施三年，其中英文和數學科，連續三年有超過三成學生，拿到「待加強」成績，因此補救教學，刻不容緩！台師大，受國教署，委託研究，並完成27件、教學示例。以英文科來說，有老師強調，內容要減量、淺化，還要「不考試」，才能發揮效果。 要讓班上英文成績後25%的學生，重新找回學習動力，周紅英老師補救教學前，會先把課文縮減到60%，簡化單字量！上課時，理解才是關鍵，所以他會融入活動，帶學生朗讀，而且絕對不考試。 ==新北市私立金陵女中英文老師 周紅英== 補救教學裡面 絕對不要考試 我用簡單的表格 讓他看得懂 然後只是簡單的驗收 讓他覺得 其實我真的是看得懂 不考試，以學習單了解學習情況，周老師補救教學進行三年，剛開始，自己也是矇著做，但邊做邊調整發現，有學生真的改變。 ==新北市私立金陵女中英文老師 周紅英== 他非常的拒絕(學習) 到後來有一些 蠻傷害自己身體的孩子 他經過補救教學之後 到三年級的時候 他願意當我的小老師 補救教學成效沒有那麼快展現，但只要一個學生進步，老師很有成就，這兩年，包括周老師在內，已經有27件教學示例完成。 ==台師大教育系教授 甄曉蘭== 如果是機電相關領域 或者是商業的 或者是餐飲 或美容美髮 所以你不同的職業取向 可能所需要的英語的會話 或者是能力 可能會不同 甄教授強調，升學或就業，需要的基本能力不一樣，這些示例也沒有統一標準，不過其他老師可以參考，並在自己的學校，視學生需求設計課程。 記者 林曉慧 沈志明 台北報導