國中英語適性分組教學實施策略與成效之個案研究

本研究以個案分析金門地區甲國中八、九年級，11個班級實施英語適性分組教學成果。採半結構式訪談5位英語教師、3位行政人員，瞭解實施的方法、困境與因應方式，以量表及問卷調查278位學生，瞭解其學習成效及感受。研究結果發現：（一）甲國中結合能力分組與補救教學概念，依學生成績及學習意願，實施「兩班三組」適性分組教學，分組後可彈性流動；C級班安排教學經驗豐富的正式教師擔任，教材採減量簡化。（二）整體學生在學習動機與學習自我效能雖無顯著差異，但對適性分組教學有高度認同，且C級班學生明顯感受成績進步。（三）適性分組教學造成C級班教師備課量增加，盼能研發英語線上教材，減輕教學壓力；學生分組後仍有流動問題，盼篩選時能更嚴謹準確；離島地區不易招聘合適代理教師、必須減少實施年段，期待教育當局能確保離島地區師資的穩定性。

關鍵字

適性教學；能力分組；英語教學

並列摘要

This study aims to explore the implementation strategies, the problems and the solutions of adaptive ability grouping instruction and students' learning effect after the instruction in A Junior High School in Kinmen County by the case study method. The results showed that (1) A junior high school implements ＂Two Classes, Three Groups Instruction＂, which combined both Ability Grouping Instruction and Remedial Teaching. In this instruction, students were divided into group B and group C based on their exam grades and their intention to learn English. Students can switch to the other group flexibly. A School firstly assigned experienced formal teachers to teach group C and teachers reduced and simplified learning contents to meet students’ need. (2) Students showed no significant progress in English learning motivation and English learning self-efficacy. However, they had positive attitude towards the instruction. Students of group C liked and the instruction and felt they made progress in English exams. (3) The problems were that teachers spent too much time to modify teaching materials. To ease their pressure, teachers hoped that more online teaching materials can be developed. Some students didn't fit group C, and it caused problems to group switching. Teachers hoped that the selection of group C can be more strictly. It is not easy for school A to hire any proper substitute English teacher; therefore, the instruction can only be implemented in the ninth grade. It was hoped that the government can take action to ensure enough teachers in these remote areas.