臺北市國民小學資優教育區分性教學之探究

A Study on Differentiated Instruction in Taipei Elementary Gifted Education

10.7089/JGE.200812.0001

陳若男(Jo-Nan Chen)；陳昭儀(Chao-Yi Chen)；潘裕豐(Yu-Fong Pan)

個別差異 ； 區分性教學 ； 資優教學 ； 適性教育 ； individual differences ； differentiated instruction ； gifted education ； adapting education

資優教育研究

8卷2期（2008 / 12 / 01）

1 - 22

繁體中文

本研究主要目的在於了解國小一般智能優異資優班實施區分性教學的情形及對區分性教學的看法，並探討落實區分性教學的重要因素及具體可行的策略。本研究以自編的「臺北市國小資優班區分性教學實施概況問卷」為研究工具，以臺北市83位國小一般智能優異教育教師為研究對象。綜合研究結果，得到以下結論：資優教育教師對區分性教學的內涵均持正向的看法，本研究列舉的11種課程調整及教學方式，都獲得認同。整體而言，資優教育教師對區分性教學的看法與實際實施區分性教學之間存有落差。綜合研究結果，落實區分性教學的重要因素。包括：行政的倡導與支持；校內外資源的整合應用；教師信念、專業與成長；教師間協同與交流；多方的溝通協商；掌握學生的特質；教學歷程的調整與多元充實方案；家長觀念的溝通與參與；學生的主動性。

The main purpose of this study was to investigate the implementation of differentiated instruction in Taipei Elementary Gifted Education, including teacher's concept of differentiated instruction, the important factors and instructional strategies for differentiated instruction practices. Eighty-three Taipei Elementary Gifted Education teachers participated in the study. Self-developed questionnaire were used to collect data. The main findings were as follows: Taipei Elementary Gifted Education teachers held positive attitudes toward differentiated instruction. The eleven curriculum adaptation and instructional strategies were agreed. There were statistically significant difference between the concept and practices of differentiated instruction. The key factors of effective differentiated instruction were as follows: school administration provided encouragement and support, integration and application for resource of school and society, teachers' beliefs, professions & growths, the interaction and teamwork of the teachers, communications and cooperation between teachers, parents & administration, understanding the wide diversity among students, instructional modification and multifaceted enrichment models, parents' concept and involvement for differentiated instruction, and active learning with students.

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