在五年級國語課實施差異化教學：教師適應與學習成效的個案研究

張明珠; 曾世杰; 陳淑麗

doi:10.6172/BSE.202111_46(3).0004

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P87 - 113

社会科学 > 教育学

DOI： 10.6172/BSE

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在五年级国语课实施差异化教学：教师适应与学习成效的个案研究

Teacher Adaptation to and Effectiveness of a Differentiated Instruction Program in Fifth-Grade Literacy Classes : A Case Study

张明珠(Ming-Chu Chang) ；曾世杰(Shih-Jay Tzeng) ；陈淑丽(Shuli Chen)

特殊教育研究学刊； 46 卷 3 期 (2021 / 11 / 30) ， P87 - 113

繁体中文 DOI： 10.6172/BSE.202111_46(3).0004

差异化教学；语文能力；教师专业成长；教师适应历程； differentiated instruction ； reading ability ； teacher professional development ； teacher adaptation processes

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摘要 │ 参考文献 (56) │ 国际计量

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Purpose: The purpose of this case study is threefold: 1. to qualitatively describe the adaptation processes of two fifth-grade teachers who implemented a differentiated instruction (DI) program in their respective literacy classes, 2. to evaluate whether the effectiveness of the DI program depended on the students' literacy abilities by comparing the standardized literacy pre- and posttest scores of the intervention and contrast groups, and 3. To describe the students' responses to the DI program using multiple sources. Methods: Four teachers and the four classes they teach participated in the study. Two were assigned to a contrast group, which has a total of 45 students, and taught using their original approach. The other two served as an intervention group, which also has 45 students, and implemented an 11-week literacy DI program. Each teacher taught five 40-minute literacy class sessions per week, resulting in a total of 55 intervention sessions. The adaptation process of the teachers in the intervention group was described, and comparisons of the dependent measures of the experimental and contrast groups were conducted using analysis of covariance. Results/Findings: Although the teachers in the intervention group were intensively assisted by the researchers, they initially encountered various technical difficulties and felt frustrated. By the middle and final phases, the teachers noticed that their questioning skills had improved and that they had more capacity to acknowledge individual differences among their students. They also discovered positive changes among their students, and they gradually overcame their frustrations. Their discoveries and new awareness made the teachers more willing to invest in adoption of this new teaching method. In other words, the teachers' motivation to implement DI was reinforced by the progress of their students, the improvement of their own teaching skills, and their increased ability to accommodate students' individual differences. Regarding the program's effectiveness, the results of analysis of covariance indicated that the students in the intervention group outperformed those in the contrast group in vocabulary growth regardless of the students' literacy pretest scores. However, no significant between-group differences were found in the mean scores in reading comprehension and on the school's final exam. Finally, the data from the questionnaires, interviews, and classroom observations indicated that the students exhibited a positive attitude toward DI. The teachers also reported that the students, including one student with ADHD and learning disabilities, were more willing to participate in learning activities. Conclusions/Implications: 1. The literature has suggested that a teacher requires 2 years to master DI. The findings of this study indicate that, despite the teachers' initial frustration, intensive teaching support-including detailed lesson plans, worksheets, and peer coaching-helps shorten the time required for teachers' adaptation. 2. The effectiveness of the DI program is demonstrated by the students' vocabulary growth, and both the teachers and students exhibited a positive impression of DI. These findings provide support for the promotion of DI.

参考文献 ( 56 ) 〈TOP〉

孔淑萱, Shu-Hsuan(2019)。同侪辅助学习策略对提升国小三年级学生语文能力表现之研究：差异化教学之本土实践。课程与教学，22(2)，205-233。
连结：
吴清山, Ching-Shan,王令宜, Ling-Yi,黄旭钧, Hsu-Chun,吴宜蓉, Yi-Jung(2021)。国民小学实施适性学习之探究：影响因素、面临挑战与因应策略。课程与教学，24(1)，1-26。
连结：
林佩璇, Pei-Hsuan(2017)。矛盾趋动扩展学习：差异化教学的实践转化。课程与教学，20(4)，117-150。
连结：
张世忠, Syh-Jong,李俊毅, Jun-Yi,谢幸芬, Hsin-Fen(2013)。一个同侪教练为基础之发展模式对国中科学教师 PCK 之影响：以＜热与温度＞单元为例。科学教育学刊，21(1)，1-24。
连结：
陈秀芬, Hsiu-Fen,黄楷茹, Kai-Ju,张亚男, Ya-Nan(2019)。在融合情境中回应学生的学习需求─差异化教学在国小普通班语文领域应用之试探。资优教育季刊，151，11-24。
连结：

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