成就每一個學生：差異化教學之理念與教學策略

Making All Students More Successful: Ideas and Teaching Strategies for Differentiated Instruction

本文旨在探討教育部將於2014年實施十二年國民基本教育，在免試入學政策下，回應異質性高的班級學生所提出的差異化教學之理念與教學策略，期望達成提升中小學教育品質與成就每一個孩子的教育願景。本文首先闡述差異化教學的理念；其次，比較差異化教學的學習環境與師生角色之改變；再者，探討教師可以應用的差異化教學策略，包含發展學習者輪廓、提供不同形式和難易度的教材，提供不同層次的提問和思考，提供學習活動和評量的選擇機會，實施彈性分組和任務安排，實施濃縮課程，安排同儕小老師、師傅和專家，設計多元智能的學習活動，思考學習風格，規劃班級學習中心或分站學習，運用合作學習和問題導向學習，並輔以教學實例加以說明；最後，提出差異化教學可能面對的挑戰和因應之道，藉以提供學校或個別教師支持和實施差異化教學之參考。

This thesis aims to explore ideas and teaching strategies for differentiated instruction in regard to the implementation of a twelve-year basic education program by 2014. The teaching strategies are to be utilized to improve the quality of education for elementary and secondary school students and thereby attain the goal of making all students more successful. This thesis first defines the meaning of differentiated instruction. Thereafter, a discussion regarding the relationship between differentiated instruction and learning environments, as well as the changing roles of students and teachers is offered. In addition, herein is a discussion of the various teaching strategies which may be utilized to achieve differentiated instruction within the classroom environment. These strategies include developing learner profiles, providing teaching materials in varied formats and at differing levels of difficulty, providing differing levels of questions and thoughts to be pondered by students, providing choices among learning activities and assessment methods, practicing flexible grouping and working arrangements, implementation of curriculum compacting, arranging for peer tutoring and the use of mentors and experts, attending to the multiple intelligences that exist among the target students in the classroom setting, paying consideration to the varying learning styles and preferences of the target learners, organization of classroom learning and interest centers, and the optimal use cooperative and problem-based learning. These strategies are illustrated through the use of examples of teaching. In conclusion the author offers suggestions for the reference of schools and teachers as to how to resolve issues that may arise in the implementation of differentiated instruction as well as how possible challenges may be overcome.