彈性分組:從學習障礙學生需求的觀點探討區分性教學在普通班的實施策略

Abstract

由於融合教育的推動，大多數學習障礙學生被安置在普通班，普通班教師可透過教學調整幫助學障學生成功融入普通班學習。普通班教師為回應個別學生的預備能力、興趣、學習偏好、學習風格等多樓需求，而在教學內容、過程及成果進行調整，本文係從學障學生需求的觀點，探討區分性教學在普通班的實施策略。本文內容分為三部分，首先說明區分位教學的基本原理，其次描述區分性教學的特色，最後就彈性分組在區分體教學的可行性進行討論興建議。

Through the promotion of inclusive education, the majority of students with learning disabilities (LD) are placed in the regular classroom. The regular class teachers can use differentiated instruction to help students with LD successfully integrated into the learning of regular classrooms. In order to respond to the readiness levels, interests, learning preferences, and learning styles for diverse needs of individual students, the regular class teachers can differentiate instructional content, process, and products. The purpose of this article is to explore the implementation of differentiated instruction in the regular classroom for students with LD. The paper is divided into three parts: first, the rationale of differentiated instruction is discussed. Second, the nature of differentiated classrooms is described. And finally, the feasibility of flexible grouping is considered. Suggestions are also provided