行政院新聞局專訪

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行政院新聞局專訪 本機構留美學人 / 廖教務長
本文來自於行政院新聞局發行之台灣評論『Taiwan Review』月刊2004年二月份,該月刊以英文、德文、西語、俄語及法文等語言,每個月向全球發行
『Taiwan Review』創刊於民國40年,內容取材多元,報導客觀、嚴謹,不僅獲得各國政要、學者及媒體人士等訂閱,更屢獲國際知名網站轉載,亦被收錄於國外著名大學電子期刊資料庫。

Similarly, Liao I-Ching dean of Chih-Chin Educational Institute, points to the importance of attending to the needs of individual students.
He considers it essential to find out what problems students have before class, so the staff can after teaching strategies and avoid wasting time and money.

“Studnts” results don’t simply involve the difficult of the subjects concerned, other factors come into play such as learning motifs, methods, and environment,” Liao says.” It’s necessary to detect what the students have difficulties with so we can take the right steps and improve their performance.

The students are closely monitored, and the curriculum is adjusted according to the results.
All this information, Liao says, is recorded in each student’s profile. Such monitoring applies to all the students, from the elementary levels to senior high.

The Chih-Chin Educational Institute strives to have no more than ten students in each class. It also offers one-on-one teaching to better cater to individual needs.
Liao says that only when a class is small can the teacher discover individual difficulties and thus provide a better education.

“There has been a tendency for cram schools to open smaller classes, which in the end will yield better results for the students,” he says.” Such trends are gaining popularity because nowadays parents who have fewer children and higher incomes are willing to make a larger investment on their children’s education.”

Formal schools now average 35 students per class. And the room for further reduction seems limited, given the existing constraints of government budgets and teaching staff.
Like Liu Wen-wu, Liao says his institute would to cooperate with public schools on designing teaching plans and activities.

“Teaching at cram schools should not deviate from the curricula of formal schools, which still stand as the foundation of education,” he says. “The two systems should be complementary.

文章中譯
廖教務長提出,關鍵於致力在個別學生需求的重要性。
他認為在學生上課前找出學生的學習問題,並提出解決策略是必須的,如此老師可循著這個策略從事教學工作,以避免虛擲了時間與金錢。

廖教務長說學生的學習成果不是簡化地只涉及科目的困難度,其他的因子也扮演了重要角色,例如:學習主題、方法和學習環境。
所以偵測出學生在這些方面的困難所在是必要的,如此我們才可以使用正確的方法步驟幫助學生有良好的表現。

學生的學習狀況是被仔細監控的,而且課程隨著學習呈現的成果而適時的調整。廖教務長說,所有的數據及分析資料都記錄在個別學生的檔案裡,包括本機構中從小學到高中的百位同學。
廖教務長帶領的文教機構致力於「一個班級一個學生」,如此更能照顧到個別學生的需求。
廖教務長說,也只有當班級人數降到最少,老師才能發現個別學生的困難,以至於提供更佳的教育環境。

對於補習班一直有個趨勢──班級人數降低,才能讓學生有較佳的學習成果。廖教務長說,這樣的趨勢愈來愈受到歡迎,因為現在的家庭子女數較少,而收入所得提高。家長願意在孩子的教育上作較大的投資。
在正式的學校,平均一個班級約有35位學生,而未來教育發展空間,又存在著政府對預算與教育工作者的限制。
廖教務長說,他的機構會跟公立學校在設計教學計劃上與教學活動上合作,補習班的教學不應該從正式學校的課程中分離出來,正式學校畢竟是教育的基礎。他說這兩個系統應該是相輔相成的。