國中體育班實施差異化教學英語課程之行動研究

Abstract

本研究旨在探討國中體育班實施差異化教學英語課程對學生學習動機與學習成就的關係，以及教師在體育班英語課程差異化教學的教學策略。研究採用行動研究法，以解決英語課堂上學生程度雙峰現象問題。研究對象為臺北市某國中七年級12位體育班學生，進行六週16堂課的教學實驗。研究者透過個別訪談以及學生意見反應回饋以瞭解學生對於差異化教學方案的接受程度，並蒐集相關資料進行量化分析，以探討體育班學生英語學習動機與學習成就之差異。最後設計教師在體育班英語課程適合的英語科差異化教學之教學策略。研究結論顯示，整體七年級體育班英語學習成就有顯著提升、學生對差異化教學抱持正向看法與教學策略有助於體育班學生學習。根據上述研究結果，研究者提出教學與研究建議，提供給英語教師與其他研究者未來在體育班教學與研究之參考。

This paper mainly discusses the impact of differentiated instruction on motivation and effect of learning English from sport talent class in junior high school, as well as instructional strategies on implementing differentiated instruction in sport talent class. The study adopted action research to solve the problem of bimodal distribution in English. There were 12 students from a Taipei municipal junior high school in the study. The experimental teaching period was 6 weeks, covering 16 classes. The researcher investigated acceptability in the classroom through individual interviews and feedback questionnaires. In addition, the researcher collected related data to proceed with quantitative analysis to investigate the difference on motivation and learning achievement in the sport talent class. Finally, the instructional strategies were examined whether the strategies were suitable for students in the sport talent class. The findings of the study showed that there was a significant difference in the population based on English learning achievement on 7th grade in the sport talent class of a junior high school. Students showed positive attitudes on differentiated instruction. The instructional strategies were conducive for sport talent class in the junior high school. According to the conclusions, the researcher made several pedagogical and research recommendations to English teachers and future research participants.