差異化教學應用於華語教學之研究－ 以中原大學韓國國際生華語班為例

A Study of Implementing Differentiated Instructions in Teaching Chinese as a Second Language - A Case of the Korean Exchange Students Studying Chinese Language in CYCU

張紋娟(Wen-Chuan Chang)

指導教授 ： 夏誠華

中原大學/人文與教育學院/應用華語文研究所/碩士(2015年)

https://doi.org/10.6840/CYCU.2015.00108

摘要

中文摘要
每位老師一定曾經碰過這樣的問題：班上學生的程度不一，同樣的教學內容，有的人很快學會，有的人總是跟不上，在統一綱領的教學方式下，往往出現優者更優，落後者永遠落後的情形。尤其在華語教學上，由於學生經常來自不同國籍，各自有不同的學習背景，卻被分配到同一班級，學習背景的不同造成了班級程度上的差異，對教師而言有時是個難解決的問題。而差異化教學正是一個關注教學或學習中各項差異的一種精神理念。
因此研究者以差異化教學為研究主軸，在為期12周，共24堂課共一學期的課中，挑選其中6周，共12個課時，設計了六份差異化教學之教案，並以中原大學之韓國國際生為對象，在2014年2至6月間實施差異化教學。本研究之重點在於以差異化教學之精神理念來設計教案並實行，以當日課後心得反饋表、訪談和差異化的評量等方式作為研究工具，從各個方面來分析差異化教學的對學習者的影響，最後提出實施差異化教學之研究結論、教學策略與綜合心得，以及未來可發展之方向。
經由本研究發現：研究對象對於研究者設計之差異化教學中的小組活動之上課形式有正面回饋，認為能夠幫助他們學習；藉由小組合作的方式，能讓程度不同的學習者相互學習；多元化的上課主題也能提升學習興趣；此外，研究者還發現，差異化的評量形式可提升學習者的學習自信心；從結果分析來看，研究者認為差異化教學有多方面的積極作用。
依據本研究分析、歸納、驗證以後，研究者認為差異化教學應用在華語文教學是一個可行的方向，它確實能為程度落差大的班級提供一種較新的學習方式，在一定程度上弭平班級程度落差大的問題，並且能在華語教學上應用差異化教學。

關鍵字

差異化教學 ； 差異化評量 ； 小組合作學習 ； 差異化學習目標

並列摘要

Abstract
Every teacher must encounter this problem:“The same input from teachers, some can learn quickly, but some always fall behind due to different abilities of students in the same classroom. In using the same syllabus and same method, you would see the better getting better, but the worse getting worse.”This scenario happens especially in teaching Chinese as a second language, due to the fact that the learners come from all over the world. Coming from different countries, they then have different backgrounds and learning methods, and yet are in the same class. This diversity in the class can cause problems for teachers occasionally. However, "Differentiated Instruction" is exactly the kind of philosophy that pays attention to this diversity of learning.

As such, the researcher employed Differentiated Instruction as the main basis for this study.In a semester, which consisted of 24 lessons, over a span of 12 weeks, the researcher identified a 6-week period and designed 6 lesson plans with differentiated instructions. The total lesson time is 12 hours for this period. Participants in this study were a group of Korean exchange students studying in CYCU. Differentiated instruction was implemented in the period of Feb to Jun 2014. The key point of the study is to design the lesson plans according to Differentiated Instruction and implement it. Futhermore, the study also took feedback forms, deep interviews and differentiated gradings etc. as research tools, and analysed the influences on the learners from different aspects. The researcher raised up the research conclusion, teaching strategies, opinions and future developments of implementing Differentiated Instruction at the end of the study.

Based on the results of the study, the researcher received positive feedback from the learners. The learners confirmed the merits of Cooperative Learning, in that, learning from their peers through differentiated group work activities proved conducive to them. Furthermore, multiple topics promoted their learning interest, and the differentiated grading contributed to their overall learning confidence. In conclusion, it can be considered that Differentiated Instruction has plenty of positive effects on learning.
To sum up, the researcher considers Differentiated Instruction to be a feasible and practical application to Teaching Chinese as a Second Language. It offers a new learning method to mixed-ability classrooms. It solves the problems of the gap in a classroom to a certain extent, and it fits with Teaching Chinese as a Second Language as well.

並列關鍵字

Differentiated Instruction ； Cooperative Learning ； differentiating learning target ； differentiating gradings

參考文獻

翁穎哲、譚克平（2008）。設計研究法簡介及其在教育研究的應用範例。科學教育月刊，307，15-30。

張德銳、李俊達（2007）。教學行動研究及其對國小教師教學省思影響之研究。臺北市立教育大學學報，38(1)，66。

黃月純、楊德清（2011）。國小低年級弱勢學生數學學習興趣與信心之研究。嘉大教育研究學刊，26：113-145。

（How to Differentiate Instruction in Mixed Ability Classrooms）。台北：五南書

許瑛玿、莊福泰、林祖強（2012）。解析設計研究法的架構與實施：以科學教育研究為例。教育科學研究期刊，57（1），1-27。