差異化教學的同質性分組協同學習模式之探究

An investigation of differentiated instruction model regarding collaborative learning with homogeneity grouping

差異化教學理念的實踐在臺灣的中小學課堂中並不普遍，此理念值得探討其價值性。本研究先探討差異化教學與協同學習等文獻，發展「同質性分組協同學習」的差異化教學模式，再邀請中小學教師在課堂中實踐，瞭解學生學習參與情形。本研究兩階段地分別邀請8位和4位中小學教師參與並參照教學模式進行教學，再以個別訪談和焦點團體訪談蒐集教師觀點與其學生學習表現資料，分析教師觀點。本研究發現此模式不僅可以協助大部分低能力學生具有自信地投入學習並獲得學習成效，也可以讓大部分高能力學生再自我挑戰，具有教學應用的可行性。不過，教師要多指引低能力學生對任務的理解，當對學習任務理解後，多數低能力學生便有學習自信進入協同學習之知識建構歷程。另外，除了低能力學生的自信、高能力學生的學習風格以及學生的人際關係都可能是投入同質性分組學習的影響因素。 Differentiated instruction was seldom observed in Taiwanese classrooms. The above issue is worthy of investigation for the value of the implementation. This study aims to investigate students' performances and teachers' opinions on the implementation of a differentiated instruction model, namely collaborative learning with homogeneity grouping (CLHG) that was developed by exploring the literature regarding differentiated instruction. Twelve teachers, eight in the first stage and four in the second stage, were invited to implement teaching activities of the model. The individual interview for the first stage and focus group interview for the second stage were utilized to collect the teachers' opinions regarding students' performances in teaching processes. This study identifies that most low-ability students were willing with self-confidences to participate in CLHG when their teachers provided them with guidance regarding learning tasks. The model of CLHG also benefit most high-ability students. The above students also performed well on learning tasks. The self-confidences of low-ability students, learning styles of high-ability students, and students' personal relationships might affect the participation in CLHG.