臺灣差異化教學研究之文獻分析

Analysis of Differentiated Instruction of Literature in Taiwan

江信宏(Hsin-Hung Chiang) ； 林素卿(Su-Ching Lin) ； 謝旻修(Min-Hsiu Hsieh) ； 林建宇(Chien-Yu Lin)

《成大體育學刊》 54卷2期 (2022/10) Pp. 1-13

https://doi.org/10.6406/JNCKUPER.202210_54(2).0001

摘要

本研究旨在探討臺灣差異化教學研究現況。研究方法採用內容分析法，以「差異化教學」為論文名稱在「國家圖書館碩博士論文網站」進行檢索，依年代、學制階段、學科及研究方法進行文獻編碼及分析。研究結果為一、研究年代自2014年即有相關研究，於2017年達研究高峰，至今仍有相關實證研究。二、研究學制階段以國小最高。三、研究學科以英文最高；四、研究方法以行動研究最高。研究結論為一、差異化教學至今仍是重要的教學法；其研究以國小居多；應用在主科為主；多採用行動研究。二、差異化教學可結合合作學習法、科技輔助教學及桌遊融入教學等方式應用各學科上。三、從研究結果可看出學生經差異化教學後，於認知、情意、技能皆有提升；而教師能在專業知能、教學設計、班級經營及學習社群中獲得教師專業發展。四、差異化教學應用於大學階段及體育課程之實證研究比例偏低。根據結果提出以下建議，一、可針對國內期刊及國外論文期刊進行分析與探討。二、可進一步針對體育相關期刊及文獻做深度的探討。三、可在大學體育課程實施差異化教學之實證研究。四、擴展差異化教學於各學科應用之實證研究。

關鍵字

差異化教學 ； 行動研究 ； 學習成效 ； 教師專業發展

並列摘要

The study is to analyze the literature on differentiated instruction in Taiwan. The content analysis method is adopted in the study; the literature that title of differentiated instruction in ＂National Digital Library of Theses and Dissertation in Taiwan＂ database was encoded and analyzed by generation, the education system, academic and research method. Results show 1. In the generation section, differential instruction has been applied since 2014 and reached its peak in 2017. 2. In the education system, the studies that look into differentiated instruction in elementary school take the most portion. 3. English takes the highest portion of subjects using differentiated instruction. 4. Action research accounts for the highest portion among academic and research methods. Following the above results, there are four conclusions: 1. The differentiated instruction is still a critical teaching method, and the research focused on elementary school, main subjects, and action research. 2. Combined with the cooperative learning method, the computer-aided instruction, the board games, and so on., the differentiated instruction could apply in every subject. 3. Results show that the students' ability of cognition and affection and other skills improved; teachers develop themselves in professional competence, instruction design, class management, and learning community fields after implementing differentiated instruction. 4. The portion of applying differentiated instruction in universities and physical education remains low. According to the above results, there are several recommendations provided: 1. Analyze domestic journals, overseas research, and overseas journals. 2. Suggest a deeper investigation of physical education-related journals and studies. 3. Implement empirical studies of differentiated instruction in universities. 4. Recommend expanding the empirical studies applying in every subject.

並列關鍵字

Differentiated Instruction ； Action Researches ； Learning Effectiveness ； Teachers' Professional Development

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