1. 培養學生學習扶助知能，包括學習扶助理論、低成就學生心理特質、班級經營、與學習扶助測驗評量。
2. 培養學生學習扶助課程設計能力，包括適性化教學、差異化教學設計、主題式課程設計。
3. 學生能獲得學習扶助實務與班級經營經驗。
4. 學生能獲得學習扶助相關行政作業與管理知能。

1. Cultivate students' knowledge of learning assistance, including learning assistance, psychological characteristics of low-achieving students, class management, and learning assistance test evaluation.
2. Cultivate students' learning assistance course design abilities, including suitable teaching, differential teaching design, and theme course design.
3. Students can obtain learning assistance practice and class management experience.
4. Students can gain knowledge of learning and assistance to related administrative operations and management.

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江昀蓉譯(2014)。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。
李崇建(2018)。薩提爾的對話練習。臺北市：親子天下。
郭進成，馬琇芬(2020)。學思達與師生對話。臺北市：親子天下。

未分类 (2020). Rescue teaching: theory and application. Taipei City: Psychology.
Chen Shuli, Xuan Chonghui (2014). Bring every student well: effective remedy teaching. Taipei City: Psychology.
Translated by Jiang Yunrong (2014). The teaching ability of ace teacher: 49 teaching tips to allow students to focus on learning and maximize their potential. Taipei City: Far.
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Guo Jincheng, Ma Xiufen (2020). Learn Sida talks with teachers and students. Taipei City: Family son is the world.