湯仁燕Tang, Ren-Yen蕭惠芳Hsiao, Hui-Fang2020-10-192025-09-022020-10-192020http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0897000247%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110265本研究旨在探究差異化教學運用於國中生英語教學的實踐歷程。研究者以行動研究法在國中九年級的一個班級進行差異化教學研究。研究目的有三：一、建構國中英語科差異化教學的實施方案；二、探究國中英語科差異化教學的實施歷程與結果；三、省思國中英語科差異化教學的挑戰與專業成長。 本研究的差異化教學主要以第五冊前六課的單字、課文的對話與多元文本教學進行差異化教學的設計，並融入差異化教學的四要素：內容、過程、成果與學習情境加以規劃。研究設計共分兩階段實施，在研究過程中，研究者透過觀察、訪談、問卷及文件分析等方式蒐集資料，獲得以下結論： 壹、在建構差異化教學時應先掌握核心的理念與原則，然後透過觀察和訪談等方式做好需求評估，再從小的層面開始進行課程架構設計，以設計適合不同學生的學習情境，並結合差異化的教學目標去規劃適性的內容、過程與評量；貳、在差異化教學的實施歷程中，研究者應先進行教學思維的轉化，然後著重於適性教材的規劃，並掌握實施的流程才能有效運用教學時間；在實施的過程，有關四要素的調整幅度大小則有賴整合研究者的觀察與省思、學生心得與建議和諍友的觀察與建議；參、差異化教學的實施可以有效提升各組學生的情意面向和在單字/心智圖/課文的對話的學習技能；肆、將教學思維轉化為差異化教學思維、規劃適性教學的主軸並提供程度較弱的學生學習輔助鷹架，幫助各組學生獲得最佳的學習是研究者在本次差異化教學實踐所面臨的挑戰；透過同儕觀摩與實施行動研究可以提升教學的專業省思與成長。 最後，在本研究論文結尾之際，研究者亦提供相關的差異化教學實踐建議，以作為後續研究改進的參考。The study aimed to investigate the process of implementing differentiated instruction on English learning among junior high school students. The researcher adopted the method of action research to implement differentiated instruction on a ninth-grade class. The purposes of the study were: first, to construct a plan for English classes in junior high schools to implement differentiated instruction; second, to investigate the process and the result of implementing differentiated instruction in junior high schools; third, to reflect on challenges and professional growth when differentiated instruction was applied in junior high school English classes. The content for differentiated instruction was based on vocabulary, conversations, and diversities of curriculum materials from first six units of Book Five. Furthermore, the four elements of differentiated instruction – content, process, product, and learning environment– were integrated in course design. Research design was divided into two phases and in the process of research, the researcher obtained data through observation, interviews, questionnaires, and data analysis. The following conclusions were reached. First, when planning differentiated instruction, core beliefs and principles must be integrated, and needs analysis could be completed through observation and interviews. Lesson planning began with easy objectives to suit students of different levels and implemented differentiated instruction to design the content, process, and assessment for learning. Second, in the process of implementing differentiated instruction, the researcher should change the traditional way of thinking, focus on planning suitable teaching materials and manage teaching time efficiently. Adjustments of the four elements hinged on the researcher’s observation, reflection, students’ feedbacks, and peers’ suggestions. Third, the implementation of differentiated instruction efficiently enhanced students’ performances in the affective domain and their learning skills concerning vocabulary, mind maps, and conversations in textbooks. Fourth, it was challenging for teachers to shift from the traditional way of teaching to differentiated instruction, to plan suitable objectives, and to provide instructional scaffolding for low-achievers to guarantee best learning efficiency. Besides, reflections and growth in teaching could be enhanced through peer observation and action research. Finally, at the end of the study the researcher provided relevant suggestions for implementing differentiated instruction for future research.差異化教學教學實踐行動研究differentiated instructionteaching practiceaction research