1. 培養學生補救教學知能，包括補救教學理論、低成就學生心理特質、班級經營、與補救教學測驗評量。
2. 培養學生補救教學課程設計能力，包括適性化教學、差異化教學設計、主題式課程設計。
3. 學生能獲得補救教學實務經驗。
4. 學生能獲得補救教學相關行政作業與管理知能。1. Cultivate students to remedy teaching and knowledge, including remedial teaching theory, low achievement of students' psychological characteristics, class operations, and remedial teaching test evaluation.
2. Cultivate students to remedy teaching curriculum design capabilities, including suitable teaching, differentiated teaching design, and theme curriculum design.
3. Students can gain experience in remedy teaching.
4. Students can get remedial teaching -related administrative assignments and management.
陳淑麗, 宣崇慧(2014)。帶好每一個學生：有效的補救教學。臺北市：心理。
江昀蓉譯()。王牌教師的教學力：49招教學祕笈，讓學生專注學習，發揮最大潛力。臺北市：遠流。
張家綺譯(2013)。優秀老師大不同：課堂上17件最重要的事。臺北市：木馬文化。
Chen Shuli, Xuan Chonghui (2014). Bring every student: effective remedial teaching. Taipei City: Psychological.
Translation of Jiang Yong Rong (). Ace teachers' teaching power: 49 tricks of teaching, allowing students to focus on learning and give play to the greatest potential. Taipei City: Yuanliu.
Zhang Jiaqi Translation (2013). Outstanding Teacher University Different: 17 most important things in the classroom. Taipei City: Trojan Horse Culture.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席與課堂參與出席與課堂參與 Attendance and classroom participation |
10 | |
| 作業作業 Work |
40 | 小組討論、教案設計 |
| 補救教學實務實習補救教學實務實習 Remedy teaching practice internship |
50 |
