中學國文差異化教學的有效策略：以高中職國文科教學範例分析

近十年國際與國內幾項大型測驗均顯示臺灣中學階段學生學習表現差異甚大，居世界前端，引發社會憂慮；加上政府挹注經費推動教師增能以提升學生學習品質，近年「差異化教學」是教育熱門議題，無論論文數量或線上資源都逐漸累積。本文針對目前論述仍偏少的國文領域，分析差異化教學的有效策略。為求策略貼近教學現場，本文由五個高中職教學範例進行分析。歸納發現，教師進行差異化教學可分兩層次進行，第一層次，教師先診斷班群學生，針對學生困難或需求，設定精簡清晰的核心目標，教學過程中以此核心目標為主軸，進行結構化或多層次的分組活動，促成全體學生最大的參與、練習及展現。第二層次，針對班群內的差異，進一步設計線索或開放程度不一的任務；或以同儕為鷹架，讓學生先透過分組活動，有機會觀摩學習，再獨立表現。提昇學習動機方面，運用行動載具與資訊科技、讓學習貼近或可用於生活，都是可行的策略。

關鍵字

差異化教學；國文教學；學習需求

並列摘要

During the last decade, some world-wide and national achievement assessments of secondary school students indicated that, a very large performance variation between students existed in Taiwan. Due to social concerns and the funds injected by the government to improve students' learning performances, the implementation of differentiated instruction becomes a hot topic of education. The amount of journal papers, thesis and on-line resources increased recently. The authors investigated the feasible strategies of differentiated instruction for Chinese curriculum. The activities and strategies were extracted from 5 vocational / senior high school model examples. Experienced teachers tended to provide two levels of differentiated instruction. The tasks of the first level includes: the diagnosis of students' learning difficulties and needs, the setting of the core objectives, and implementation of structured or multi-leveled instruction to maximize the learning of all students. On the second level, teachers deal with the differentiated needs within the group, the strategies include: the design of differentiated independent learning tasks, the design of various tasks for group discussion or paired learning before independent learning. During the instruction, experienced teachers utilized mobile device, information technology, and students' life experience as bridges of learning; these were found to be effective ways to promote students' learning motivation.