差異化教學對英文閱讀理解之效益: 以新聞英文教學計劃融入合作學習課室為例

EFFECTS OF DIFFERENTIATED INSTRUCTION ON ENGLISH READING COMPREHENSION: A CASE STUDY OF ENGLISH NEWS TEACHING PROGRAMS IN COOPERATIVE LEARNING CLASSROOMS

陳怡雲(YI-YUN CHEN)

指導教授 ： 張逸帆

國立高雄師範大學/文學院/英語學系/碩士(2022年)

摘要

本研究旨在探討差異化教學融入新聞英文教學計劃對學生閱讀理解及學習態度之效益。南臺灣五十九名九年級生參與這項為期八週的新聞英文教學計劃。其中29位實驗組學生採差異化教學，透過異質合作與同質競賽來分層學習。另外30位控制組學生則接受合作學習法，同儕合作完成學習任務。研究工具包含閱讀理解前後測、問卷前後測以及訪談內容。研究結果摘要如下：
一、在新聞英文教學計劃實施後，實驗組和控制組在英語閱讀理解分數上沒有顯著差異，顯示差異化教學和合作學習均對學生閱讀表現有正面影響。
二、在新聞英文教學計劃實施後，雖然實驗組低、中、高成就者在英語閱讀理解前後測分數上沒有顯著差異，但從訪談中發現低成就和中成就者認為此教學計劃有助於閱讀能力的提升。
三、教學後，實驗組和控制組對於英文閱讀態度有顯著的差異。由控制組後測的平均分數高於實驗組後測分數可知，控制組對於英文閱讀有更正向的態度，特別是學生在閱讀後會整理文章的發展架構。
四、教學後，差異化教學對於實驗組中成就者的閱讀動機影響較為顯著，另外，低成就和中成就者表示透過同儕討論更能增進文意理解。
五、大部分學生對於新聞英文教學計劃中的合作學習給予正向回饋。多數學生表示在小組討論過程中會擔任好自己的角色並願意尋求同儕協助，進而促進閱讀理解。
六、大部分學生對於新聞英文教學計劃中的新聞選材持正面態度，同意選材的可讀性及內容的適切性。
根據以上研究結果，教師可以提供英文新聞充實學生的課外學習經驗，並運用差異化教學及合作學習引發學生學習熱忱，提升學習成效。

關鍵字

合作學習 ； 差異化教學 ； 新聞英文文章 ； 閱讀理解

並列摘要

This study investigates the effects of differentiated instruction (DI) in the English News Teaching Program (ENTP) on reading comprehension and learning attitudes. 59 ninth graders in southern Taiwan participated in the ENTP for eight weeks. In the experimental group, 29 participants received DI by cooperating in heterogeneous groups for the following homogeneous competitions. As for the control group, 30 participants engaged in cooperative learning (CL) by completing tasks in cooperation with each other. Research instruments included reading comprehension tests, questionnaires, and interviews. The major findings of the study are as follows. First, the results indicated no significant difference between both groups’ reading comprehension after the ENTP, which suggested that both DI and CL positively affected student reading performance. Second, although there are no significant differences in the three levels’ reading comprehension within the DI group, the middle and low achievers revealed the benefit of DI in the ENTP for their reading abilities. Third, the students receiving CL adopted more positive attitudes towards English reading than those under DI; they became more willing to organize the structures of the article after reading. Fourth, DI had more significant impact on reading motivation of the middle achievers than on that of the high achievers, and group discussion helped improve the middle and low achievers’ reading comprehension more. Lastly, most of the participants responded positively to cooperative learning as well as the readability and suitability of the selected English news articles. They could fulfill their responsibilities and seek assistance from others in group discussion, which facilitated reading comprehension. The above findings suggest that teachers can enrich student experiences with news articles and plan differentiated instruction and cooperative learning to engage students in learning.

並列關鍵字

cooperative learning ； differentiated instruction ； English news articles ； reading comprehension

參考文獻

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