運用差異化教學於國小四年級自然科學領域之行動研究
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2023
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本研究旨在探討運用差異化教學於國小四年級自然科學領域，對學生學習興趣與學習表現的影響，並探討教師於實施歷程中所遇困境與挑戰，提出改進策略與因應之道，並透過教學省思的過程提升教師專業。本研究採行動研究法，研究對象為臺北市某國小四年級一個班級，共22位學生，進行為期8週、共兩個單元之差異化教學行動方案，實施後透過蒐集課堂錄影、觀察紀錄、學生訪談、學生學習成果、教學省思札記等資料進行研究目的之分析。透過行動研究後，獲致以下研究結論：壹、尊重學生在自然領域的學習差異設計分層學習單與錨式活動貳、鼓勵學生運用學習風格優勢在自然領域展現多元的學習成果參、自然領域實驗課程以同質分組或異質分組進行各具優缺點肆、彈性分組模式有助提升學生在自然領域的學習興趣，改善學生在自然領域的學習表現伍、行動研究增進研究者在差異化教學的專業成長本研究根據研究結果，提出有關國小自然科學領域差異化教學之建議，供未來有意投入教學研究之研究者作為參考。
The study aims to explore the impact of using differentiated instruction in natural science of fourth grade students' learning interest and learning performance, and to explore the difficulties and challenges encountered by teachers during the implementation process, and to propose improvement strategies and coping methods. To enhance the professionalism of teachers through the process of pedagogical reflection. The study adopts the action research. The participants were 22 fourth-grade students in Taipei. The study lasted for 8 weeks with two units. After the implementation, the analysis of the research purpose will be carried out by collecting classroom videos, observation records, student interviews, student learning outcomes, and teaching reflection notes.The conclusions of the study were as the following：1. Design tired worksheets and anchor activities that respect students' learning differences in natural science. 2. Encourage students to use their learning style advantages to demonstrate diverse learning outcomes in natural science. 3. Conducting experimental courses in natural science with homogeneous grouping or heterogeneous grouping has its own advantages and disadvantages. 4. Flexible grouping helps to enhance students' learning interest and improve students' performance in natural science. 5. Action research enhances the professional growth of researchersin differentiated instruction.Based on the research results, the study puts forward suggestions on differentiated instruction in nature science in elementary schools, which can be used as a reference for researchers who intend to invest in teaching research in the future.
The study aims to explore the impact of using differentiated instruction in natural science of fourth grade students' learning interest and learning performance, and to explore the difficulties and challenges encountered by teachers during the implementation process, and to propose improvement strategies and coping methods. To enhance the professionalism of teachers through the process of pedagogical reflection. The study adopts the action research. The participants were 22 fourth-grade students in Taipei. The study lasted for 8 weeks with two units. After the implementation, the analysis of the research purpose will be carried out by collecting classroom videos, observation records, student interviews, student learning outcomes, and teaching reflection notes.The conclusions of the study were as the following：1. Design tired worksheets and anchor activities that respect students' learning differences in natural science. 2. Encourage students to use their learning style advantages to demonstrate diverse learning outcomes in natural science. 3. Conducting experimental courses in natural science with homogeneous grouping or heterogeneous grouping has its own advantages and disadvantages. 4. Flexible grouping helps to enhance students' learning interest and improve students' performance in natural science. 5. Action research enhances the professional growth of researchersin differentiated instruction.Based on the research results, the study puts forward suggestions on differentiated instruction in nature science in elementary schools, which can be used as a reference for researchers who intend to invest in teaching research in the future.
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差異化教學, 自然領域, 行動研究, Differentiated instruction, Natural science, Action research