高中化學科差異化教學課程設計與實踐

Differentiated Instruction in Chemistry: Curriculum Design and Practice in High School

10.6249/SE.2016.67.4.08

張堯卿(Yao-Ching Chang)

化學科 ； 差異化教學 ； 學習類型 ； 課程設計 ； chemistry ； differentiated instruction ； learning style ； curriculum design

中等教育

67卷4期（2016 / 12 / 01）

131 - 145

繁體中文

本研究針對高中化學科差異化教學課程設計，以高一基礎化學其中之一個單元進行課程設計規劃與實施，探究經過單元課程設計教案的改變對學生學習成效的影響，並且分析實驗組與對照組學生的學習類型，探討兩組學生在學習類型與學習成效上之關係，研究單元課程設計教案以多媒體簡報與實作方式呈現，在教學中以分組討論進行。研究結果發現，視覺型學生與觸覺型學生在教學課程內容與呈現方面，實驗組學生成績都優於對照組學生，且達顯著性。而研究過程中研究者對於未來實施差異化教學，提出四項建議：1.分析班級學生學習型態組成、2.重新規劃單元課程設計、3.選擇適當的教學方法、4.適當安排差異化教學時間。以供教師未來進行差異化教學做參考。

In this study, differentiated curriculum was designed in one chemistry unit to explore how the differentiated curriculum impacts students' learning outcomes. The correlation between students' learning types and learning outcomes was also discussed in this research. As the result shows, taking students' visual and kinesthetic learning style with in curriculum content and presentation aspects into account, the experimental group's performance is significantly better than the control group's. For the implementation of differentiated teaching, there are four recommendations: first, analyze students' learning styles, second, redesign the curriculum, third, select appropriate teaching methods, and finally, arrange the implementation of differentiated teaching. We expect that this result can help teachers with better curriculum design.

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