差異化教學對大學統計學課程學生學習態度與學習成效之影響

A STUDY ON THE LEARNING ATTITUDE AND LEARNING EFFECT OF COLLEGE STUDENTS BASED ON DIFFERENTIATED INSTRUCTION FOR STATISTICS COURSE

邱靜娥(Jing-Er Chiu)

《商管科技季刊》 24卷1期 (2023/03) Pp. 111-131

摘要

傳統大班教學，無法考量學生個別差異。老師所準備的課程內容大多只能顧及到中間程度的學生，對於兩側學生的學習需求難以兼顧。為了因應學生的異質性，實現以「學生學習為中心」的教學理念，本研究在教學內容（content）採差異化教學策略，包含翻轉教學影片、建構「基礎概念」與「進階」兩種不同層級的教材（AB練習卷）、以及實施課堂個別練習與夥伴討論，藉此可以讓不同能力的學生提升學習態度與學習成效。研究結果顯示差異化教學對於學習態度有正向影響。在學習成效方面，已實施與未實施差異化教學的兩個班級的比較結果發現，已實施的班級平均成績較高，但未達統計顯著差異。本研究亦探討大班差異化教學教師可能遇到的困難與解決之道。研究結果可作為大學課堂未來差異化教學實踐之參考。

關鍵字

差異化教學 ； 學習態度 ； 學習成效

並列摘要

Traditional large class teaching does not consider the individual differences of students. Most teaching materials instructed by teachers are for middle level students, not for right-tailed or left-tailed students. Therefore, this research adopts differentiated instructional strategies in the teaching content, including flipping teaching videos, constructing two different levels of "basic concepts" and "advanced" materials (AB exercise papers), and implementing classroom exercises and discussions with partners. Students with different abilities can improve their learning attitude and learning effectiveness. The results show that differentiated instruction has a positive effect on learning attitudes. In terms of learning effect, the results showed that the average grade of the class with differentiated instruction was higher, but the difference was not statistically significant. This study also explores the difficulties and solutions that teachers may encounter in differentiated instruction. The research results can be used as a reference for future differentiated teaching practices in university classrooms.

並列關鍵字

Differentiated Instruction ； Learning Attitudes ； Learning Effects

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