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' knowledge of rescuing teaching, including rescuing teaching theory, psychological characteristics of low-achieving students, class management, and rescuing teaching test evaluation.
2. Cultivate students' ability to design courses for supplementary teaching, including suitable teaching, differential teaching design, and theme-based course design.
3. Students can gain practical experience in remedial teaching.
4. Students can gain knowledge of administrative and management related to remedial teaching.
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 well: effective remedy teaching. Taipei City: Psychology.
Jiang Yunrong translated (). The teaching ability of ace teacher: 49 teaching tips to allow students to focus on learning and maximize their potential. Taipei City: Far.
Zhang Jiayi (2013). Excellent teachers are very different: 17 most important things in class. Taipei City: Muma 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 class meetings |
10 | |
| 作業作業 Action |
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 Rescue teaching practice |
50 |
