Differentiated Instruction through Flexible Grouping in EFL Classroom

本文總括呈現在英語為外語學習的教室情境中，透過彈性分組的差異性教學，以及英語作為外語的教師在差異性教學教室中所扮演的角色。本文中方法論的問題以及透過文獻探討的回答，能使英語為外語的教師體認到彈性分組的教學法是如何有效的在教室內運作。更值得注意的是，教師們應從更切確了解學生的興趣、學習方式、學習能力及天分開始進行差異性教學。此外，本文建議使用Bloom的認知分類法以及Gardner的多元智慧學習法為課程架構設計階梯式教學活動。附錄亦提供了清楚的圖解作為實際著手在課程中進行差異性教學的進一步認識。最後，有意想抓住機會並接受挑戰以激勵自我的英語教師將會增進英語為外語學習者具有之不同英語精熟能力成功的可能性。

關鍵字

差異性教學；彈性分組；英語作為外語；英語為外語學習者

並列摘要

This thesis presents an overview of differentiating instruction through flexible grouping in EFL classrooms and also an overview of the role of EFL teachers in differentiated classrooms. The methodological questions and answers through the review of the literature will enable EFL teachers to recognize how well flexible instructional groupings work in the classrooms. More significantly, teachers should start differentiating instruction from getting to know better of their students' interests, learning styles, readiness and talents. Additionally, Bloom's taxonomy and Gardner's multiple intelligences are suggested formulas for tiered activities to frame the curriculum. Moreover, the appendixes in this thesis provide clear and comprehensible graphic organizers for better understandings while managing differentiated instruction in the curriculum. Consequently, EFL teachers who want to take the chance and challenge to energize themselves will increase the likelihood of providing success for ELLs with diverse English proficiency.

並列關鍵字

Differentiated Instruction ； Flexible Grouping ； EFL ； ELL

參考文獻

Ed watch online: Data to drive educational change

Google Scholar

Anderson, L. W.(Eds.),Krathwohl, D. R. (Eds.)(2001).A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition.NY:Longman.