在融合情境中回應學生的學習需求──差異化教學在國小普通班語文領域應用之試探

Meeting the Learning Needs of All Students by Using Differentiated Instruction in Elementary School: A Pilot Study

如何讓所有學生在融合教育的情境中獲得充分的能力發展，差異化教學提供了一種值得期待的可能性。本研究以問題解決模式的合作諮詢團隊為基礎，嘗試語文領域的試探教學，以國小六年級國語課文為材料，著眼於使所有學生受益，設計課程內容與教學活動。透過教學觀察、問卷調查、作品分析及省思等方式蒐集資料，結果顯示不同語文能力學生均喜愛此課程內容與教學活動，且多能主動挑戰學習任務，團隊教師回饋則提供了未來合作及諮詢實施修正的相關建議。

Differentiating instruction focuses on meeting the needs of all students in order to maximize their potential. With a problem-solving and collaborative oriented teacher consultant team on her side, the researcher initiated a pilot study in language arts class with a group of sixth grade public school students in Taiwan. A series of lesson plans designed in order to meet all students' needs and bring out their strengths regardless of their abilities. Through class observations, surveys and reflections, the results showed that the participating students in all ability levels enjoyed the lessons and were very much willing to fulfill the tasks assigned to them during the lesson activities. The feedback from the teacher consultant team provided valuable recommendations for future research and related consultations.