Research On The Online Tutoring Plan In Taiwan

Since 2006, the "Online Tutoring Plan" has been promoted in remote areas of northern middle schools in Taiwan. Then the scope of services has expand gradually. The "Online Tutoring Plan" combined the information teaching model with social humanistic consideration by universities and students in remote areas of primary and secondary students one on one network, accompanied by the use of their school computer classroom Lesson auxiliary network platform for centralized counseling. Academic counseling through the network, students' tutoring demand has been met in remote areas, and the college students personal qualities would be enhanced. Also, the awareness of the whole society caring for vulnerable groups has been improved. The “Online Tutoring Plan” has accumulated a wealth of experience and has achieved good results in Taiwan. Gradually, the importance of education in remote areas in mainland China has been today. There is a positive meaning to study the “Online Tutoring Plan” in Taiwan in order to address the imbalance in the mainland areas of urban and rural education.Through the actual participation of the “Online Tutoring Plan”, and on the basis of full understanding of the specific implementation plan, the author has studied the “Online Tutoring Plan” in Taiwan based on the method of literature analysis and interviews. By studying on the “Online Tutoring Plan”, the author has summarized a number of program areas inspiration for mainland education.By reading the existing literature, the author extracted a few key concepts relevant to this study.Including the ZEP, remedial teaching, computer-assisted instruction, distance learning and service learning.Connotation clarify these concepts laid a theoretical foundation for further study. The author has retrieved the current research related to this research, and analysed the present status of research in the field ofresearch. And found that few studies of this content has been studied in mainland. The researchers in Taiwan focused on the study of the implementation details, but lack of macro-interpretation for this content.In this paper, the implementation of the “Online Tutoring Plan” has been sorted, including the main components and functions from the development history, the team plans operating environment, the class auxiliary mode, and the other aspects of the characteristics. The specific implementation and features of the“Online Tutoring Plan” has been sketched out. In order to understanding the implementation of the plan better, the author interviewed part of the author's school program participants in-depth. Through the analysis of the interviews, the result is that the comprehensive qualities of the students who participated in the service increased in varying degrees, which including problem solving, responsibility, skills, life education, self-exploration, teaching ability, research ability. The author also found some shortcomings in the program, such as, low controllability of the learning state in the remote students, the lack of teaching materials resources, low network resource utilization, insufficient network bandwidth in remote areas, the time limit academic university students, poor education and practical training courses, and serious loss of the recruit college students.On the basis of the preliminary study on the “Online Tutoring Plan” in Taiwan, the author compared it with the Yangtze River Delta network twinning activities. According to the aforementioned implementation of the “Online Tutoring Plan” in Taiwan, we learned the advantages of its implementation and improving deficiencies of its implementation. Through the analysis of the similarities and differences, the Yangtze River Delta Internet twinning activities should refer to the “Online Tutoring Plan” mode of management and evaluation mechanisms in Taiwan. There are some implications for the Yangtze River Delta network twinning activities and other related fields, such as focus on team building and management, focus on the development and use of network teaching resources, focus on comprehensive quality evaluation, focus onremote areas equipment and network maintenance, pay attention to a reasonable education and training,focus on training college students a sense of responsibility and sense of care, focus on the remedial teaching in remote areas.