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' learning assistance knowledge and skills, including learning assistance theory, psychological characteristics of low-achieving students, class management, and learning assistance test evaluation.
2. Cultivate students' learning support course design capabilities, including adaptive teaching, differentiated teaching design, and thematic course design.
3. Students can gain practical learning support and class management experience.
4. Students can obtain administrative work and management knowledge related to learning support.

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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。

Lu, W. M. (2020). Remedial teaching: Theory and applications. Taipei City: Psychology.
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