本文主要探討法國教育陪伴的措施。事實上，法國在「補救教學」（l’enseignement remédiation/remédiation scolaire）的名詞使用上，與臺灣所使用的「補救教學」（remedial teaching/instruction）意義不同。若就臺灣對於補救教學當中的核心意義，也就是對於學習低成就學生，在「積極的差別待遇」的概念下，投注更多且更具差異化的資源以及教育方式，那麼，在法國，則以「教育陪伴」（l’acompagnement éducative）為這個概念來實施。由於在法國教育體系當中最大的問題之一，便是中輟，因此，法國對於中輟生所實施的「中繼班、中繼工坊與中繼寄宿」制度（relais classes, ateliers, et internats），在概念上，與臺灣的補救教學意義相近，這也是法國近年來的重點教育政策。文末，則反思臺灣補救教學的現況，並從法國的「教育陪伴」制度中，提出反思、評論與批判，並分析其對於臺灣在補救教學上的啟發。

This article mainly explores the measure of educational accompany in France. In fact, the meaning of the usage of the noun“ l’enseignement remédiation scolaire” in France is different from the usage of the “remedial teaching” in Taiwan. If we use Taiwan’s main meaning of remedial teaching; that is, devote more effort and more differentiated resources and teaching ways on low-achievement students under the concept of “positive discrimination”; then, in France, they use the concept of educational accompany (l’acompagnement éducative) to practice it. Besides, one of the biggest problems in French education sysytem is the dropout problem, which is also an important education policy in France. Therefore, the concept of relay classes , workshops and internships(relais classes, ateliers, et internats), which is implemented on dropouts in France, has close meaning to Taiwan’s remedial teaching. At the end of the article, it discusses and critiques the measure of educational accompany in France, and reflects the present situation of Taiwanese remedial teaching and provides some recommendation for it based on French educational accompany system.