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The Study of the Use of Differentiated Learning in High School Physical Education Classes
This study was grounded in the differentiated instructional model to understand how teachers implement differentiated instructions in high school physical education lessons and, explore the impact of differentiated instructional strategies. Moreover, this study explores the difficulties encountered in the process of implementing differentiated teaching and assessment. In this study, we sought to explore physical education teachers' actual use of differentiation strategies across 12 swimming lessons. Students were then evaluated based on their skills, considering their varied learning needs. The results are as follows: Firstly, after differentiated teaching across 12 lessons, the students' swimming skills significantly improved, and they are more willing to participate in lessons. Moreover, they showed a positive attitude towards the implementation of differentiated instructions in physical education, which indicates that the implementation of differentiated teaching in swimming class is useful. Secondly, teachers who implemented differentiated teaching proposed solutions when they encounter problems during the research and assessment process. Lastly, this research will include some suggestions for physical education teachers to direct future planning for differentiated teaching.
|Appears in Collections:||學位論文|
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