| 關 鍵 詞： |
混齡教學；偏遠地區國小；社會互動能力；教師角色 |
| 中文摘要： |
本研究旨在探討在少子女化趨勢下，偏遠地區國小實施混齡教學後，對於學生社會互動能力所產生之具體影響與轉變。本研究以新北市一所推動混齡教學多年之偏遠地區「活力國小」為研究個案，採質性研究取徑，透過半結構式訪談行政人員、教師、學生，並輔以實地觀察與文件分析等方式蒐集資料。研究結果發現：首先，混齡教學顯著提升了學生的社交參與度，透過「大帶小」的互助模式，年長學生展現責任感與領導力，年幼學生則透過觀察與模仿習得社交技巧；其次，在語言發展方面，跨年級的溝通需求促使學生必須修正表達方式以利同儕理解，此過程反向深化了學生的知識內化與邏輯思考；再者，遊戲與合作學習機制的導入，能有效打破年級界線，促進正向互動。然而，研究亦指出混齡現場面臨學生程度差異懸殊、人際衝突及分組限制等實務挑戰。本研究歸納出，為轉化上述挑戰，教師需具備四種關鍵角色：「差異化教學者」運用科技輔助學習落差；「情緒調節引導者」將衝突轉化為溝通學習契機；「情境創造者」靈活調整異質分組；以及「支持性陪伴者」給予內向學生心理支持。本研究據此提出具體建議，以供教育行政單位與偏鄉學校推動混齡教學之參考。
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| 英文關鍵詞： |
mixed-age teaching；remote elementary schools；social interaction skills；teacher roles |
| 英文摘要： |
This study aims to explore the specific impact and transformation of students’ social interaction skills following the implementation of multiage teaching in remote elementary schools against the backdrop of a declining birth rate. Adopting a qualitative research approach, this study focuses on “Vibrant Elementary School,” a remote school in New Taipei City that has promoted multi-age teaching for years, as a case study. Data were collected through semi-structured interviews with administrators, teachers, and students, supplemented by on-site observations and document analysis.The results indicate that multi-age teaching significantly enhances students’ social participation. Through the mutual assistance mode of “older students helping younger ones,” older students demonstrate responsibility and leadership, while younger students acquire social skills through observation and imitation. Regarding language development, the need for cross-grade communication compels students to refine their expressions to ensure peer understanding, a process that conversely deepens knowledge internalization and logical thinking. Furthermore, the introduction of games and cooperative learning mechanisms effectively breaks down grade-level boundaries and promotes positive interaction.However, the study also identifies practical challenges such as significant disparities in academic levels, interpersonal conflicts, and grouping limitations. To transform these challenges, the study concludes that teachers must assume four key roles: “Differentiated Instructors” utilizing technology to address learning gaps; “Emotion Regulation Facilitators” transforming conflicts into communication learning opportunities; “Context Creators” flexibly adjusting heterogeneous grouping; and “Supportive Companions” providing psychological support to introverted students. Based on these findings, concrete suggestions are proposed for educational administrative units and remote schools.
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| 目 次： |
壹、研究背景與動機
貳、文獻探討
一、混齡教學的型態
二、社會互動能力的內涵
參、研究設計與實施
一、研究方法
二、研究參與者
三、資料蒐集及分析
四、研究倫理
肆、研究發現與討論
一、混齡教學有助於提升學生的社交參與度
二、混齡教學促進學生的語言發展與溝通能力
三、混齡教學提供學生模仿學習的機會
四、混齡教學中的遊戲與合作學習促進社會互動
五、混齡教學推動學生社會互動能力隱藏的學習挑戰
六、混齡教學推動學生社會互動能力因應的教師策略
伍、結論與建議
一、研究結論
二、研究建議
參考文獻
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