本研究旨在探究德國教育體系對於新移民學生的補救教學政策之發展。為了更清楚地瞭解其新移民教育政策的方向和內容，本研究除了參考德國官方（BMBF、SVR等）與國際組織（EU、OECD等）的各項研究報告外，也同時參考德國學者的相關研究。依據文獻分析的結果，德國的新移民補救教學政策受到多元文化教育與國際教育概念的影響，自二十一世紀起，愈來愈強調教育正義與整合的觀點，不僅提供新移民學生各項德語能力提升方案、各個學習階段之間的轉銜機制、給予教師更多有關多元文化的教育訓練，以及新移民家庭的親職教育等，也愈來愈重視如何依據新移民學生的多元文化背景和個人需要，提供更有利於其發展的職業訓練和就業機會。

This study investigates the development of the remedial education policy for immigrant students in Germany’s educational institutions. In order to more clearly to understand the orientation and contents of this policy, the present study will consult official research reports-- including the BMBF and SVR in Germany, the EU’s and OECD’s reports, etc.--as well as the relevant research of German scholars. According to an analysis of relevant documents, the remedial education policy for Germanys immigrant students was influenced by the concepts of multicultural education and international education. Beginning from the 21st century, the concepts of educational justice and integration have been increasingly emphasized, and a series of related policies for promoting immigrant students’ language proficiency as well as teachers’ multicultural awareness has been proposed. In addition, more employment and vocational opportunities that suit immigrant students’ multicultural backgrounds and individual needs have been proposed and promoted.