| 關 鍵 詞： |
均一教育平台；因材網；科技化評量；專業社群；學習扶助 |
| 中文摘要： |
本文旨在論述數位科技輔助學生學習扶助的思維及作法。學習扶助運用數位科技的重要性主要包括：一、透過數位載具與平台學習方式，教師可了解學習扶助上的改變與進步；二、運用數位科技載具輔助學習，可提升低成就學生對學習的興趣與動力；三、教師若能自我增能學習扶助數位教學專業，則能提高學生成功受輔率。學習扶助運用數位科技的思維及作法主要包括：一、瞭解學生特性，系統思考規劃，擬定扶助方案；二、依據學習需求，設計適性教案，調整教學策略；三、全員系統增能，落實備觀議課，提升社群功能；四、精熟均一教育平台、因材網等資源及操作方式；五、善用數位化等多元評量及診斷，提升學習成效。
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| 英文關鍵詞： |
Junyi Academy；Adaptive Learning；technology-based testing；professional community；remedial instruction |
| 英文摘要： |
This paper aims to argue the importance of technology-assisted remedial instruction and to suggest ways that this kind of technologyassisted instruction can be effectively implemented. The significance of technology-assisted remedial instruction can be shown in three ways. First, students are allowed to obtain the information of their own change and progress when they receive the remedial instruction with the aid of digital learning devices and platforms. Second, learning through digital devices can motivate students with relatively lower academic achievement to learn. Third, the assisted students can get more chances if teachers acquire experience in remedial instruction by self-learning on digital platforms. The core measures and benefits of technology-assisted remedial instruction include: (1) instructors can understand characteristics of students, based on which they can make appropriate remedial instruction plans; (2) instructors can design appropriate curriculum and adjust teaching strategies based on students’ individual needs; (3) all teaching faculty and staff can promote their teaching skills by preparing, observing, and monitoring others’ classes and work, by which community learning can contribute to individual growth; (4) instructors can familiarize themselves with digital learning platforms and resources such as Junyi Academy and Adaptive Learning; (5) students’ performance of learning can be promoted with the assistance of multimodal and technologybased testing.
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| 目 次： |
壹、緒論
貳、學習扶助運用數位科技的重要性
一、透過數位載具與平台學習方式，教師可了解學習扶助上的改變與進步。
二、運用數位科技載具輔助學習，可提升低成就學生對學習的興趣與動力。
三、教師若能自我增能學習扶助數位教學專業，則能提高學生成功受輔率。
參、學習扶助運用數位科技的思維及作法
一、瞭解學生特性，系統思考規劃，擬定扶助方案
二、依據學習需求，設計適性教案，調整教學策略
三、全員系統增能，落實備觀議課，提升社群功能
四、精熟均一教育平台、因材網等資源及操作方式
五、善用數位化等多元評量及診斷，提升學習成效
肆、結論
一、以數位科技學習扶助，為弱勢孩子重新點燃學習動機
二、善用數位科技學習扶助系統，有效提升學生學力
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