均一教育平台融入差異化教學對提升國中生數學學習成效之行動研究

國內目前教室內的上課實際狀況，大部份仍是以老師講述的單方面且單向的授課為主，也就是一個老師手寫板書，且同時指導全班學生的團體教育。對研究者在教學現場中最大的挑戰亦是目前亟需解決的問題，即是如何在一個常態班級中要能兼顧到每位學生，讓每位學生都一起參與學習，並使其能對數學的學習有信心。網路的普及化，也使得各個學習平台蓬勃發展且百家爭鳴，新的教學科技帶來新的教學現場，透過均一教育平台，讓學生自學的可能性增加，相對的教學的現場也要有所不同。對於新時代的教師來說，想擁有良好的教學品質，除了課程的妥適安排與創新的教學策略外，教學資源的利用也是不可或缺的。研究主要目的是探究均一平台融入差異化教學實施於國中數學課堂之效用。研究者透過均一教育平台的資源與設計一系列之差異化教學教案，以行動研究法，歷經實踐與反省的交替進行，探討均一教育平台融入差異化教學在國中生數學學習之實踐歷程並分析學生數學學習之表現。實施歷程自106年11月實施至107年1月，研究對象為新北市中山國中八年級某班32名學生，研究過程皆使用均一教育平台並蒐集學生的學習單、回饋問卷、訪談紀錄、數學計算過程，教師的課堂軼事紀錄、教學省思札記、課堂錄影以及教師觀課紀錄、均一教育平台呈現之學習歷程與結果、等質性資料；且以當屆學生一至二學期的定期評量成績等量化資料，以了解學生的數學學習成效。研究結果發現段考成績的標準差漸小，尤以透過觀察均一教育平台呈現之學習歷程，大部分學習者從等級一較為生澀的程度隨著時間與練習的增加而有趨向精熟的趨勢，不論質性分析或量化的結果也給予研究者較為正面及有效的回饋。本研究之結論如下：一、均一教育平台融入差異化教學之課程設計綜合、過程、成果、環境以及使用策略多元，使學生能夠適性學習。二、均一教育平台融入差異化教學後可弭平學習落差大的狀況，學生大都表示教師實施差異化教學後，其數學學習成效與動機皆有所提升。三、均一教育平台融入差異化教學之實施提升了研究者的專業成長。最後，研究者根據結論，提出關於教師教學以及未來研究之建議。

關鍵字

差異化教學；均一教育平台；數學學習成效

並列摘要

Most of the current situation in the classrooms in Taiwan is still based on the unilateral and one-way teaching of the teacher, which is a teacher's handwritten book, and at the same time guides the group education of the whole class. The biggest challenge for researchers in the teaching scene is the problem that needs to be solved now. How to balance each student in a normal class, so that each student can participate in learning and make it possible to mathematics. Have confidence in learning. The popularity of the Internet has also led to the development of various learning platforms and the contending of new schools. The new teaching technology has brought new teaching sites. Through Junyi Academy, the possibility of self-study is increased, and the relative teaching scenes are different. . For the teachers of the new era, in order to have a good teaching quality, in addition to the proper arrangement of the curriculum and innovative teaching strategies, the use of teaching resources is also indispensable. The main purpose of the research is to explore the effectiveness of the integration of the unified platform into the mathematics classroom in the middle school. Through the resources of the Junyi Academy and the design of a series of teaching lesson plans, the researchers use the action research method, alternating practice and reflection, to explore the practical process of integrating the unified education platform into the mathematics learning of the middle school students and analyze the students. The performance of mathematics learning. The implementation process was carried out from November 2006 to January 107. The research object was 32 students from a class in the eighth grade of Zhongshan Junior High School in New Taipei City. The research process used Junyi Academy and collected student's study forms, feedback questionnaires, interview records, and mathematics. The calculation process, the teacher's classroom anecdote record, the teaching memory notes, the classroom video and the teacher's observation record, the learning history and results presented by the Junyi Academy, and the qualitative information; and the regular assessment of the current students for one to two semesters Quantitative data such as grades to understand the effectiveness of students' mathematics learning. The results of the study found that the standard deviation of the scores of the test scores is getting smaller, especially by observing the learning process presented by the Junyi Academy. Most of the learners tend to be more sophisticated from the level of the first level of growth, with the increase of time and practice. The results of qualitative analysis or quantification also give researchers more positive and effective feedback. The conclusions of this study are as follows: 1. The curriculum design integration, process, results, environment and use of the Junyi Academy into the Differentiated Instruction the variety of strategies allows students to learn adaptively. 2. after the Junyi Academy is integrated into the Differentiated Instruction, the situation of the learning gap can be greatly reduced. Most students express their teaching. after the implementation of Differentiated Instruction, the effectiveness and motivation of mathematics learning have improved. 3. the integration of the Junyi Academy into the implementation of Differentiated Instruction has improved the professional growth of researchers. Finally, research based on the conclusions, the authors put forward suggestions on teacher teaching and future research.