國家教育研究院

　　維護弱勢學生受教權益、照顧弱勢學生、辦理原住民族學生教育向為教育部施政目標與重點，並大致上及於地域弱勢、經濟弱勢、原住民族及身心障礙者等政策標的族群。而相對於地域弱勢議題通常關注的城鄉教育差距而言，都會地區的教育資源雖應優於偏遠地區，然由於物價水準及小家庭、雙薪家庭比例均通常較高，致使都會地區的學生及其家長，乃存在不同於偏遠地區的政策需求。本整合型研究乃欲針對都會地區中之弱勢個體及內部相對弱勢區域，探討其所可能存在的教育落差公平；於第二年研究期程中，係以第一年之研究結果為基礎，並且植基於政策紮根及其成效觀點之考量，將以臺灣地區臺北市、新北市、桃園市、臺中市、臺南市、高雄市等六都為範圍，分別針對國民中學階段之補救教學方案（子計畫一）、校外補習教育（子計畫二）、原住民族族語學習（子計畫三）進行研究，探討其現況、問題及因應策略。據此，本整合型研究預期達成（一）分析我國都會區國民中學階段弱勢者之補救教學、補習教育及族語教育實施現況；（二）探討我國都會區國民中學階段的弱勢者之補救教學、補習教育及族語教育相關政策之實踐課題；（三）依據研究結論提出我國都會區國民中學階段弱勢者之補救教學、補習教育及族語教育之政策與制度相關建議等三項研究目的；未來，並期能在第一、二年的研究基礎上，持續加深、加廣探討都會弱勢者教育之教育政策與制度等議題。

　　Maintaining the educational rights of the disadvantaged students, caring for disadvantaged students, and holding indigenous education have been the policy and fundamental goal of the Ministry of Education. The disadvantaged refer to those at a subordinate status in terms of geography, economics, ethnicity and physical condition. In contrast to the concerns for education in rural areas, the educational resources in urban areas should be better. Yet, because of the price level and the higher percentage of nuclear family and double-earner family, students and their parents in urban areas are still in need of policies different from rural areas. This integrative research project aims at exploring the potential education divide existing among the disadvantaged individuals and relatively disadvantaged areas within urban areas. Based on the educational policy and its effectiveness, the second year of the research will study the remedial instruction program (Sub-project I), cram schooling (Sub-project II), indigenous language learning (Sub-project III). The areas of this research include Taipei, New Taipei, Taoyuan, Taichung, Tainan, and Kaohsiung City. The purposes of this research include: 1. analyzing the current condition of the remedial instruction, cram schooling, indigenous language learning of the urban disadvantaged in Taiwan; 2. exploring the educational policy of remedial instruction, cram schooling, indigenous language learning of the urban disadvantaged at the stage of junior high schools in Taiwan; and 3. proposing related suggestions for remedial instruction, cram schooling, indigenous language learning of the urban disadvantaged in Taiwan based on the research results. Further research will be built upon the results of the first-year and second-year research.