結合混合式學習法與差異化教學對國小高年級數學的行動研究

本研究旨在以混合式學習法與差異化教學融入國小高年級數學學習之學習成效，探究透過實體教學與線上學習、教學法以及教學媒材的混合使用下，對實驗組學生的數學學習成就、學習態度、學習動機、合作學習以及自我效能之影響。本研究採行動研究設計，探究六位學生在混合式學習與差異化教學行動方案中，每單元經過第一階段大堂實體面授(SR)、第二階段分站錨式活動的興趣分組、自學、線上活動(SR+AC+AR)，以及每週課後的線上課程(SC+AC)後，研究者透過問卷、訪談、觀察記錄、學習檔案等資訊分析實驗教學之結果，提出以下研究結論。一、課程與學習節奏彈性調整，創造出更符合師生學習需求的模式。二、研究中實施混合式學習法與差異化教學後，學生的學習成效相對穩定。三、研究中融入混合式學習與差異化教學提高學生的數學學習動機、學習態度與自我效能。四、師生之間的社會性互動與賦予權力，影響學生的學習動機與態度。五、師生於教學前須建立穩定的數位學習環境與設備操作能力。六、合作學習的導入營造多面向的學習機會與輕鬆的學習氛圍。七、教師宜在不同的學習模式中建立明確的學習任務目標與評量標準。八、家長從充滿疑慮的感受，轉而接受的心態改變。九、協同或輔助人力的導入將帶給教學者與學習者相當程度的幫助。最後，根據本研究之結論提出以下建議：一、教師可根據學生的學習特質與課程需求彈性調整。二、課前建立明確且簡單易懂的評量與課程目標，有助於師生提升學習狀況。三、賦予學生課程決定權、選擇權等，養成共同肩負教與學的責任。四、抱以彈性的心態看待混合式學習資訊使用時間比例與原則。五、鼓勵學生建立精熟學習的學習習慣，才能穩固學習成效。六、長期培養資訊操作、自學習慣等能力是課程推動的基礎。其次，對未來的研究建議如下：一、增加研究樣本數。二、將混合式學習法與差異化教學融入中、低年級。三、每一節課都建立十分鐘的師生共討時間。四、可探究不同單元主題的學生成長狀況關聯性

關鍵字

混合式學習法；差異化教學；學習契約；合作學習；數位學習

並列摘要

This research aims to explore the influence of students’ learning achievement, attitude, motivation, cooperative learning, and self-efficacy in mathematics through the mixed-use of physical classes, online classes, teaching methods, and teaching media by integrating blended learning method and differentiated instruction into the learning effectiveness of upper grade mathematics in elementary schools. The research explores the learning outcome of six students in blended learning and differentiated instruction action research after face-to-face instruction (SR) in the first phase, anchored activity grouping, self-learning, online activities (SR+AC+AR) in the second phase, and weekly after-school online classes (SC+AC) of each unit by adopting the action research. I. Adjust the curriculum and learning pace with flexibility to create a model which conforms to the learning needs of teachers and students more. II. After implementing the blended learning method and differentiated instruction in the research process, students' learning effectiveness is relatively stable. III. Incorporating blended learning and differentiated instruction in the research process improves students' motivation, learning attitude, and self-efficacy in mathematics. IV. The social interaction and empowerment between teachers and students affect students' learning motivation and attitude. V. Teachers and students must establish a stable digital learning environment and the ability of operating equipment before teaching. VI. The introduction of cooperative learning creates multifaceted learning opportunities and a relaxed learning atmosphere. VII. Teachers should establish clear learning objectives and evaluative standard in different learning modes. VIII. Parents change their mindset from feeling full of doubts to accepting. IX. The introduction of collaborative or auxiliary manpower will provide teachers and learners with a considerable degree of help. Finally, based on the conclusions of this research, the following suggestions are made: I. Teachers can adjust the curriculum flexibly according to students' learning characteristics and needs II. Establish clear and understandable assessments and course goals before class, which will help teachers and students improve their learning III. Give students the right to decide and choose courses, and to cultivate the responsibility of teaching and learning together. IV. Treat the proportion and principle of the information usage time of blended learning with a flexible mindset. V. Encourage students to establish a learning habit of proficient learning in order to stabilize the learning effect. VI. Cultivate the ability of manipulating information and self-learning habits is the basis for the promotion of the curriculum. Second, the recommendations for future research： I. Increase the number of research samples. II. Incorporate blended learning methods and differentiated instruction teaching into middle and lower grades. III. Establish a ten-minute discussion time between teacher and student before the beginning of each class. IV. Explore the relevance of students' growth status in different units.