同異質分組並行差異化教學

Differentiated Instruction with Homogeneous and Heterogeneous Grouping

莊惠如(Hui-Ju Chuang) ； 王菀詩(Wan-Shih Wang) ； 吳怡慧(I-Hui Wu)

《中等教育》 65卷3期 (2014/09) Pp. 117-131

https://doi.org/10.6249/SE.2014.65.3.07

摘要

為了提升雙峰學生的學習動機，提供適合其程度的表現舞台，實施差異化分組教學，期望每個孩子都是教室中的主角。以基隆市某國中七年級學生為實施對象，南一版第二冊第二課Our Band Needs A Good Singer為教學單元。教學活動採異質性分組，鼓勵學生相互學習分享與討論；評量活動採同質性分組，依照學生程度提供不同的學習單。百分之八十四學生認為以分組方式學習英語比以往的教學方式學得更快、更有好。學生表示分組教學可討論，很有趣，有參與感，能提高學習動機及效率。期望老師將來能多使用分組合作學習。藉由營造異質學生良性互動的學習氛圍，差異化分組教學確能落實十二年國民基本教育有教無類、因材施教的教育理念。

關鍵字

英語教學 ； 差異化教學 ； 分組合作學習

並列摘要

With the goal of allowing every child to have a role in the classroom, we practice differentiated instruction to raise ＂bi-modal＂ students' motivation on English learning. Our target students are seventh graders from a junior high school in Keelung. The teaching material is Lesson 2 of Book II, titled ＂Our Band Needs A Good Singer＂ from Nani Publisher. We grouped the students heterogeneously but assessed them homogeneously, which meant that we offered students different kinds of worksheets according to their readiness. 84% of the students think that it's faster and more efficient to learn English by group learning. They reported the learning being more fun than lecturing only by the teacher, and it was found that they could better participate in the teaching activity and take part in class discussions. They felt motivated and their feedback suggested that they hope the teacher can continue to use a cooperative learning approach in future lessons. Differentiated instruction can implement the rationale of Twelve-year National Basic Education- No child left behind by creating a learning atmosphere where all students get to interact and learn as a heterogeneous unit.

並列關鍵字

English teaching ； differentiated instruction ； cooperative learning

參考文獻

Tomlinson, C. A.(2005).How To Differentiate Instruction in Mixed-Ability Classrooms.New Jersey, US:Pearson Education, Inc..