卯靜儒Mao, Chin-Ju鄺柔羽Kuang, Rou-Yu2023-12-082024-06-302023-12-082023https://etds.lib.ntnu.edu.tw/thesis/detail/b702ef99c48cd53ee4a764f7d10bf63a/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/119459本研究旨在以行動研究法探討差異化教學彈性分組應用於國小五年級數學課程的實施歷程、對學生的影響以及教師的省思成長。研究對象為新北市星星國小五年級26位學生，教材為南一版數學第九冊第四單元「擴分、約分和通分」，實施為期兩週，約11堂課的時間。本研究透過結合差異化教學的彈性分組方式進行數學課的規劃與實施，資料蒐集包括：學生課堂回饋單、練習卷、分組經驗問卷、研究者的教學省思與訪談紀錄及諍友觀察紀錄等資料。研究者根據所蒐集之各項資料進行分析，所得結論如下：壹、差異化教學彈性分組方式學習內容的規劃應針對學生程度設計；活動的安排須符合差異化教學的流程，善用不同分組方式；多元的評量培養學生自我省思與修正的能力。貳、差異化教學彈性分組方式於數學課的實施對學生的學習動機、態度及成效有正向影響。參、教師在實施過程中採取相關因應策略解決所遇之困難，提升教師教學專業成長知能與省思能力，也更能掌握差異化教學及彈性分組之精神，延伸應用於其他單元及科目。本研究根據上述研究結果，對教師及未來研究者提出相關建議。This study aims to use action research to explore the implementation process of flexible grouping of differentiated instruction applied to the mathematics curriculum in fifth grade, the impact on students and reflective growth of teachers. This research takes 26 students in fifth grade of Star Elementary School inNew Taipei City as research object. The teaching material is the fourth unit of book nine of Mathematics of Nan I Book Enterprise"Expand fractions, Reduce fractions and Reduction of fractions to a common denominator". The process lasts for two weeks and about 11 classes time. This research devises and implements mathematics curriculum through combining flexible grouping with differentiated teaching. The data collection includes: feedback sheets, exercise sheets, group experience questionnaires, teacher’s reflection notes and peer observations. The researcher analyzed the collected data and concluded as following: I. The planning of learning content in flexible grouping of differentiated instruction should be designed according to students’ level; the activities must be arranged to conform to the process of differentiated teaching, making good use of different grouping methods; the multiple assessments can cultivate students' self-reflection and correction abilities. II. The implementation of flexible grouping of differentiated instruction in mathematics curriculum has positive impact on students' learning motivation, attitude and effectiveness. III. During the implementation process, by adopting relevant coping strategies to solve difficulties encountered, teachers can enhance knowledge of teaching professional and reflection ability, and have a better grasp of the spirit of differentiated teaching and flexible grouping, which can be extended to other units and subjects.Based on the above findings, this study proposes relevant recommendations for teachers and future researchers.差異化教學彈性分組數學課程differentiated instructionflexible groupingMathematics curriculumreport_pro