差異化教學融入通識課程：一個專業社群成員的省思

通識課程的學習對象係來自全校所有學生，而擔任教學的個別教師在課堂中，常需面對不同系別、年級、動機、興趣、族群文化以及居住地域／國家等多元學習因素的嚴峻挑戰，如何透過合宜的策略或方法來改進自己的教學，以提高學生的學習成效便成為關鍵的課題。一群擔任醫藥大學通識課程的教師們，組成差異化教學的專業社群，透過專家的指導、同儕的討論與行動的實踐，持續詮釋並建構「差異」在自己教學情境中的意義。目前社群的成員已能跳脫傳統齊一式的由教師主導的教學模式，轉為因材施教兼顧個別學生需求、師生相互為學習主體的模式。在新模式的帶動之下，成員更能針對課程屬性、學生興趣、語言能力等要素，設計出適性學習之教學方案，激發學習者培養出有意願的夥伴共學關係，獲得高於預期的學習結果。當然從教學行動研究的過程之中，社群的成員也經驗到障礙與限制，有待後續的努力去克服。

關鍵字

差異化教學；通識課程；專業社群

並列摘要

General Education courses are for students at all levels. One of the biggest challenges to instructors is to cater to students from varying majors, grades, backgrounds, hobbies, cultures and from different countries. As a result, using an appropriate strategy or approach to improve the ways of teaching is critical to improve students’ learning results. General Education instructors at a Medical University have formed a professional society on differentiated teaching- through the guidance from field experts, peer discussions, implementation and execution results, have continued to define and construct ＂differentiation＂ in relation to their own teachings. This has allowed members of the society to go beyond the traditional teacher-dominated teaching model into a teacher-student mutual intersubjective learning model to better meet the individual needs of all students. Under the direction of the new teaching model, members of this professional society are able to work with various curricula, students' interests and language abilities etc., to design teaching programs catering to students' needs, thus creating a collaborative learning environment leading to better learning outcomes. Future work is also needed to overcome some roadblocks and limitations found in this research.