談差異化教學實例：竿影看週日運動與季節關係

About Differentiated Instruction: Learning the Relationship between Daily Solar Motion and Season Using a Self-made Sundial

本研究利用高中學生在地球科學課程中最不容易了解的天文概念―太陽軌跡與週日運動，進行差異化教學。一般而言，這個主題最大的困難點在於學生必須將抽象的三維空間概念轉換為紙面上二維的平面示意圖，大多數的學生都不容易在短時間內接受。為此，我們在過程中規劃了四種差異化教學模式，幫助學生將以往傳統在教室的單向學習，轉為觀察學習、動手做及記錄與分析的學習方式。另外，我們也設計了多元的教學活動，例如：分組教學、合作學習、前測與後測的評量等……，以更深入的方式帶領學生探討課程。

In this study, we use the subject: “the seasons are related to solar trajectory and diurnal motion” for our differentiated instruction in earth science curriculum. Usually, this subject is more difficult for most students because of the abstract conception and the 3-D phenomenon projected on the 2-D diagram. We designed four kinds of differentiated instruction teaching models to help students to turn passive learning into observational learning, hands-on and record - analysis of learning. In addition, we also designed multiple teaching activities, such as group instruction, cooperative learning, pre-test and post-test assessment, which lead students to explore courses more thorough way.