實施國小英語差異化教學方案之成效分析—以兩班兩組方案為例

The Analysis of English Differentiated Instructions in Elementary School- A Case of Two Classes Divided into Two Sections

鄭詔月(Chao-Yueh Cheng)

指導教授 ： 黃儒傑

淡江大學/教育學院/課程與教學研究所碩士班/碩士(2019年)

https://doi.org/10.6846/TKU.2019.00154

摘要

本研究之主要目的在探討實施兩班兩組英語差異化教學方案的成效分析。
研究方法採準實驗設計研究法，研究時間為期20週。研究對象為新北市某國小二年級四個班級的學生，包含實驗組55人，實施兩班兩組英語差異化教學方案；對照組55人，接受一般教學方式。研究方法以量化為主，質性為輔的方式進行。量化資料包含學習動機量表、學習態度量表及英語學習成就測驗，並以SPSS22.0版統計軟體進行分析；質性研究以教師教學省思、教師備課會議錄音及教師與學生之半結構式訪談錄音進行分析。結合這兩種方式以瞭解兩班兩組英語差異化教學方案對學生的學習動機、學習態度與學習成就之影響，及教師對此教學方案之省思與建議。根據研究結果，本研究主要發現如下：
一、實施20週兩班兩組英語差異化教學方案無法顯著提升國小學生英語學習動機、英語學習態度和學習成就表現。
二、將學生依英語學習成就測驗前測分為學習成就較高程度學生、學習成就一般程度學生與學習成就困難程度學生各別進行英語學習成就前、後測之比較，研究顯示實施兩班兩組英語差異化教學方案對提升學習成就一般程度學生英語學習成就之效果顯著優於接受一般教學方式的學生。
三、大部分學生和教師可以接受兩班兩組英語差異化教學方案。
教師對於未來實施兩班兩組英語差異化教學方案的建議為：
一、 增設英語專任教室。
二、 學生分組名單與成績處理系統獨立作業。
三、 將兩班兩組英語差異化教學方案擴充為三班三組或兩班三組實施。

關鍵字

差異化教學 ； 英語 ； 兩班兩組

並列摘要

The main purpose of this study is to explore the effectiveness of implementing two classes divided into two groups in English classes.
The research method was based on the quasi experimental design. The study lasted for 20 weeks. One- hundred and ten second graders from four homogeneous intact classes in New Taipei City participated in the study. They were randomly assigned to the two experimental groups respectively receiving two sets of differentiated teaching programs and the control groups receiving general teaching methods.The recording of the teacher preparation meeting and the recording of the semi-structured interviews between the teacher and the student were analyzed. The research method is based on quantification and qualitative complementation. Quantitative data includes learning motivation scale, learning attitude scale and English learning achievement test, and analyzed by SPSS22.0 statistical software. The qualitative research is based on teachers’ reflective journal, recording of teacher preparation meeting and semi-structured structure of teachers and students. Interview recordings were analyzed. Therefore, the study was conducted to investigate the influence of two groups of English-differentiated teaching programs on students' learning motivation, learning attitude and learning achievement, and teachers' thoughts and suggestions on this teaching plan. According to the research results.
The main findings of this study are as follows:
First, the implementation of 20-week two-class differentiated teaching programs can not significantly enhance the participants’ English learning motivation, learning attitude and learning achievement.
Second, according to pretest ,the students are divided into two levels: low-achievers and high-achievers. Regarding English learning achievement, the English-differentiated teaching program outperformed better than the control group receiving the general teaching method.
Third, most of students and teachers can take positive attitudes toward two groups of English differentiated teaching programs.
The teacher's suggestions for implementing two groups of English differentiated teaching programs in the future are:
First, add a dedicated English classroom.
Second, the student group list and the score processing system work independently.
Third, the two groups of English differentiated teaching programs will be expanded into three elementary classes divided into three groups or two elementary classes divided into three groups.

並列關鍵字

Differentiated Instructions ； English ； Two Classes Divided into Two Sections

參考文獻

李安明、鄭采珮、劉志昀（2011）。國民小學校長教學領導與學生學習成就之研究。學校行政，75，1-20。

李桂枝、劉唯玉（2014）。多元智能英語教學模組對國小學童學習興趣及學習成效之影響。教育理論與實踐學刊，29，1-28。

謝州恩（2013）。鷹架理論的發展、類型、模式與對科學教學的啟示。科學教育月刊，364，2-16。

中文部分：

王為國(2006)。多元智能教育理論與實務。台灣：心理出版。