國家教育研究院

　　本研究旨在探討我國都會區國民小學階段弱勢學生校外補習之現況、問題及其因應策略。研究採問卷調查法及訪談法，首先針對臺北、新北、桃園、臺中、臺南及高雄等六個都會區國民小學教師，進行分層隨機抽樣調查，以了解弱勢學生校外補習之現況及原因，發出1,580 份問卷，回收有效問卷700 份；其次邀集25 位學者專家等利害關係人進行諮詢訪談，探究弱勢學生校外補習之相關問題及因應策略。整合量化與質性資料進行分析，獲致研究結論如下：（1）都會區國小弱勢學生參與校外課後照顧比例高，文理與才藝補習現象普遍；（2）都會區國小弱勢學生校外補習最主要原因為家長無法照顧或指導子女；（3）都會區國小弱勢學生除參與學校補救教學或課後照顧，仍靠校外補習加強學習；（4）都會區國小弱勢學生是否參與英語補習，造成學習落差較為顯著；（5）都會區國小學習落後與身心障礙弱勢學生，參與校外補習學習成效提升最為顯著；（6）對弱勢學生參與校內補救教學與校外補習之成效，學校和補教機構看法仍存歧異；（7）補教機構對弱勢學生助益多元，「育苗專案」已具成效但尚未被廣知善用。

　　本研究對教育政策之建議包括：（1）教育主管機關建構家庭支持學習系統，增進弱勢學生學習成效；（2）教育主管機關整合校內外學習資源，提供弱勢學生多樣學習選擇；（3）學校強化弱勢學生個別化學習輔導系統，提升弱勢學生學習效果；（4）學校發展多樣化社團，增加弱勢學生學習才藝機會；（5）補教機構提升弱勢學生學習扶助功能，善盡社會責任。

　　This study investigates the current situations, problems, and strategies of cram schooling of disadvantaged urban elementary school students. The research was conducted through questionnaire surveys and interviews with elementary school teachers in the six cities of Taipei, New Taipei, Taoyuan, Taichung, Tainan, and Kaohsiung, which was conducted through a stratified random sampling assessment. In order to understand the current condition and causes of underprivileged children's situations, 1580 questionnaires were sent out, and 700 valid questionnaires were collected. In addition, 25 scholars and relevant stakeholders were interviewed to further explore the related problems and countermeasures to the issues facing cram schooling for disadvantaged students. Utilizing an integrated quantitative and qualitative data analysis of the data, the following conclusions were drawn: 1. Disadvantaged elementary school students participation in after school programs for test preparation, literature, and art is common. 2. The primary reason for disadvantaged elementary school students engage in cram schooling activities is because parents or guardians are unable to take care of or guide their children. 3. Disadvantaged elementary school students participating in after school programs or after-school care rely on those programs to improve their studies. 4. Whether or not disadvantaged elementary school students participate in English cram schools results in a significant learning gap. 5. The learning effectiveness of disadvantaged elementary school students and physically or mentally disabled students benefits is significant. 6. There is significant disagreement between the on-campus and off-campus tutors and teachers over the effectiveness of off-campus tutoring schools. 7. Cram schools are helpful in a variety of ways for disadvantaged students. The "Seedling Initiative" project has been effective, but it is not widely utilized.

　　The study has made the following recommendations for education policies: 1. The Ministry of Education's family support learning system should improve the learning of disadvantaged students. 2. The Ministry of Education's integrated in-school and after-school learning resources should be used to provide a wide array of learning options. 3. Schools should strengthen the individual learning counseling system for disadvantaged students to enhance the learning capabilities of students. 4. School development should occur in a diverse community and increase opportunities for students to learn art skills. 5. After-school learning programs provide disadvantaged students with better learning capabilities, which is both a societal responsibility and good.