素養導向的差異化教學對國中體育課學生學習成效之行動研究

Abstract

十二年國教課綱之五大理念包含「適性揚才」和「因材施教」，教師須了解學生潛能設計並提供能適應個別差異的學習環境，本研究旨在瞭解國中體育課實施素養導向差異化教學對學生的學習成效，導以行動研究方式了解學生的學習歷程、學習成效以及教師的教學歷程與反思。研究對象為研究者任教的國二學生，男生15位、女生11位，共進行6節的素養導向差異化教學。透過身體素養自評量表與學生自我簡易評量的前後測數據瞭解學生對體育課實施素養導向差異化教學的學習成效，並綜合研究者觀察日誌、課堂錄影、訪談及學習單加以佐證與反思，研究結果發現：一、透過階層性活動和特定學習任務能檢視、評量學生能力，調整器材、空間和分組方式能提升學生參與度。二、學生自評分數與研究者觀察等質性資料多為相符，體育課實施素養導向差異化教學能提升多數學生的身體技能、動機與信心、知識理解之能力。三、教師在體育課實施素養導向差異化教學時，透過多樣的證據來了解與評量學生的學習狀態，有助於教師修正面臨到的問題並提出因應方法，擬定、執行更適合的素養導向差異化體育教學，從中能讓教師從歷程中獲得成長。最後，本研究依據結論提出建議，做為未來體育領域教師實施素養導向差異化教學研究及教學現場之參考。Adaptive instructions and teaching in accordance with students’ aptitude are promoted by 12-year Basic Education. Therefore, teachers should design and provide the learning environment according to the individual differences by realizing their potential. This study aimed to explore the learning effects of junior high school students in the Physical Education class based on competency-based differentiated instruction. There were 26 students as participants (15 males and 11 females) in six classes. The study was conducted and analyzed through the physical literacy, pretest and posttest of self-assessment, field notes, recording, group interviews, and worksheets. The results of the study are as follows: (1) Student’s capability could be examined by the progressive activities and tasks. The participation was promoted by the adjustments of the equipment, space, and grouping; (2) Competency-based differentiated instruction could boost students’ physical literacy, knowledge& understanding, motivation & confidence; (3) Outcomes could be indicators to assist teachers adopting more appropriate teaching methods for student’s learning progress. Finally, suggestions in the study would be proposed as a reference for the teachers in the field of physical education to implement competency-based differentiated instruction in the future.