差异化教学的设计与实践－以高中H2华文与文学（文言文）课程为例

Design and Practice of Differentiated Teaching: The Teaching of Classical Chinese Prose Texts in the H2 Chinese Language and Literature Curriculum as an Example

何慧芳(Ho Fui Fang)

《华文学刊》 35期 (2020/06) Pp. 38-65

摘要

差异化教学立足于学生的差异，满足学生个别的需求，有目的、有计划、有组织地引导学生积极学习，提升学生的学习效能，以促进学生的最近发展区。修读新加坡高中H2华文与文学课程的学生在国籍身份、当前知识水平、学习风格等方面皆存在差异。本研究按美国教育学家卡罗．安．东尼森的差异化教学概念与原则，在执教文言文篇章时根据“教师为主导、学生为主体、训练为主线”的理念对学生进行弹性分组。在教学目标、内容、过程、教学成果等方面实施差异化教学，提供学生自主学习与协作学习的机会，使学生在原有基础上得到适性及充分的发展，有效提升教学质量。

關鍵字

差异化教学 ； 最近发展区 ； H2华文与文学 ； 文言文课程 ； 学习风格

並列摘要

Differentiated instruction refers to the continuous refinement and customising of lesson packages in response to individual learners' needs, styles or interests to enhance students' engagement in classroom learning and to meet each student's zone of proximal development (ZPD). There are differences in the nationality, readiness and learning styles of students who take the H2 Chinese Language and Literature (H2CLL) curriculum in high school. This study is based on the differentiated instruction concepts and principles of Carol Ann Tomlinson. The Classical Chinese Prose lesson package was remodeled according to the ＂teacher-led, student-oriented, practice-based＂ principle while practicing differentiation in instructional objectives, content, process and modes of assessment. Also employed was the strategy of flexible grouping, which provided students with the opportunity to learn autonomously and collaboratively and enabled teachers to reach out effectively to different types of students, leading to the optimal learning outcome of different students.

並列關鍵字

Differentiated instruction ； zone of proximal development (ZPD) ； H2 Chinese language and literature curriculum ； teaching of Classical Chinese prose ； learning style