英語科差異化教學實踐探究－結合多層次心智圖的運用

A Study of Differentiated Instruction in English Classes-Combined with Applications of Multilevel Mind Maps

10.7038/JETP.201812_(38).0005

蕭惠芳(HSIAO, Hui-Fang)

差異化教學 ； 教學實踐 ； 行動研究 ； Differentiated Instruction ； Teaching Practice ； Action Research

教育理論與實踐學刊

38期（2018 / 12 / 01）

99 - 126

繁體中文

本研究旨在探討差異化教學對國中英語學習之影響。研究者在了解參與對象的特質後，設計差異化教學的學習情境、內容、策略和評量，以期幫助學生在認知、情意和技能層面獲得最佳的英語學習成效。參與對象為快樂國中八年甲班學生。基於研究者在七年級所採用的傳統式教學法無法有效提升班上整體學生的學習成效，希望藉由行動研究法研究差異化教學，在八下第二次段考後，針對課文對話進行差異化教學設計。在每次教學後，集結研究者的自我反思、研究諍友的建議、學生訪談和聯絡簿心得，做為下一課課程設計的基底。研究結論為：一、差異化教學的規劃與實施歷程成敗與否，有賴研究者在研究過程中集結觀察、訪談學生、研究諍友觀課建議與研究者教學反思後，即時做課程與教學的調整，以設計符合學生個別差異的學習情境、內容、過程與評量。二、差異化教學結合多層次心智圖的運用能帶動有意義的英語學習歷程，幫助學生在認知、情意與技能有進步的展現。

The study aimed to investigate the influences of differentiated instruction on English learning among junior high school students. The researcher analyzed target students’ traits and designed the learning environments, materials, strategies, and evaluation methods for differentiated instruction in the hope of helping students achieve their best English learning efficiency. The objects of study were eighth graders in Happy Junior High School. Based on the researcher’s futile efforts to improve students’ learning efficiency with the traditional teaching method in the seventh grade, the study attempted to apply action research to investigate differentiated instruction and focused on conversations in reading to design differentiated instruction, after the second midterm exam in the second semester of the eighth grade. The researcher integrated self-reflection, peer suggestions, dialogues with students, and feedback from students’ contact books, as the foundation for the following lesson plans. The findings were as follows. First, the success of planning and implementing differentiated instruction hinged on the researcher’s observation, dialogues with students, peer suggestions, and self-reflection in the process of research to make timely adjustments in the curriculum and teaching so as to design suitable learning environments, materials, and evaluation methods for students. Second, differentiated instruction combined with multilevel mind maps was beneficial in creating a positive English learning process and enhanced students’ performances in cognitive, affective, and psychomotor domains.

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