提升國中生國文閱讀理解能力之差異化教學方案的設計與實踐
No Thumbnail Available
Date
2016-12-??
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學師資培育與就業輔導處
Office of Teacher Education and Career Service
Office of Teacher Education and Career Service
Abstract
本文目的在設計並實踐能提升國中生國文閱讀理解能力的差異化教學方案。在形塑教學方案方面，是以差異化教學的理論為經，架構教學活動的雛型，並以培養學生閱讀理解能力為導向的國文教學設計為緯，充實教學方案的內涵，最後依據學生的回饋及研究者的教學省思，調整教學活動的內容。而差異化教學方案的實施方法，則歷經學習情境的營造、教學內容的安排、學習時間的運用與評量的落實等過程，每一個階段都以回應學生的學習需求為原則，希望達成提升所有學生閱讀理解能力之目標。最後，檢視差異化教學方案實施之成效，並綜合設計與實踐差異化教學方案的心得提出建議。
The purpose of this article is to show the design and implementation process of differentiated instruction for the enhancement of Chinese reading comprehension abilities of junior high school students. Theories of differentiation were used to construct the teaching framework and instructional designs of Chinese that were applied to enrich the content. Researcher then modified learning activities according to the students' feedback and self-reflection. The process of implementation included creating the environment, designing learning content, arranging learning time and executing evaluations. The main purpose of each stage was to meet students' learning needs in order to complete the goal of enhanced Chinese reading comprehension for all students. Finally, learning effects were examined and a conclusion and recommendations were provided according to the process of design and implementation of differentiated instruction.
The purpose of this article is to show the design and implementation process of differentiated instruction for the enhancement of Chinese reading comprehension abilities of junior high school students. Theories of differentiation were used to construct the teaching framework and instructional designs of Chinese that were applied to enrich the content. Researcher then modified learning activities according to the students' feedback and self-reflection. The process of implementation included creating the environment, designing learning content, arranging learning time and executing evaluations. The main purpose of each stage was to meet students' learning needs in order to complete the goal of enhanced Chinese reading comprehension for all students. Finally, learning effects were examined and a conclusion and recommendations were provided according to the process of design and implementation of differentiated instruction.