國中補校英文科差異化教學實踐之個案研究

A Case Study on Differentiated Instruction in Teaching English to Supplementary Education Students

黃書晴(Huang Shu-Ching)

指導教授 ： 湯仁燕

國立臺灣師範大學/教育學院/課程與教學研究所/碩士(2022年)

https://doi.org/10.6345/NTNU202205200

摘要

本研究旨在探討將差異化教學實踐於國中補校英文科課程之歷程，想瞭解國中補校英文科差異化教學方案的規劃與設計、實施歷程、成效研究者對此的實踐省思。
本研究採個案研究法，選擇研究者服務的國中夜補校一年級學生為研究對象，該班級代號為補一甲，人數為10人，並以半結構式訪談、教師札記及課堂觀察紀錄、文件分析以及學習風格量表為主要資料蒐集方法。透過差異化的課程內容、過程、評量及情境營造，研究者以英文自我介紹、職業相關英文以及英文介係詞及運用為主要教材內容設計成兩階段的差異化教學課程，上課次數為8次，訪談為教學前及教學後共2次。
透過此次研究，獲得以下結論:
壹、補校學生個體差異程度大，教師宜仔細做學生需求評估及了解學習者背景。
貳、個別學習任務之特性適合補校學生呈現學習成果，值得融入補校差異化課程。
參、補校英文差異化課程有效提高學生基礎英文能力、學習英文自信心及課堂參與度。
肆、教師應該更以「學生」之角度思考並設計課程。

關鍵字

差異化教學 ； 補校 ； 英文教學

並列摘要

The purpose of this study is to investigate the process of implementing differentiated instruction in the English curriculum of a supplementary education school. The study includes the planning, implementation process, the effectiveness analysis of the English differential instruction in the supplementary education school, and the researcher’s reflection of in the process.
A case study method is used in this study, and research subjects are ten first-grade students in the supplementary education school where the researcher taught. Semi-structured interviews, teacher journals and classroom observation records, document analysis, and learning style questionnaires are the main data collection methods. The researcher designed a two-stage differentiated teaching program with English self-introduction, career-related English, and English prepositions and usage as the main teaching materials. The results of this study are as follows:
1. The individual differences and learning needs of the supplementary education school adult learners should be carefully assessed, especially the differences in cultural backgrounds.
2. The individualized learning tasks are suitable for adult learners to present their learning outcomes.
3. English differentiation instruction effectively improves adult learners' confidence in learning English and basic English skills.
4. Teachers should think and design their courses from the point of the "students", not teachers.

並列關鍵字

Differentiated Instruction ； Supplementary education school ； English instruction

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