德國巴登──符騰堡邦三所公立小學教師的混齡教學經驗分析

Analysis of Multi-graded Teaching Experience of Teachers in Three Public Primary Schools in Baden-Württemberg, Germany

Multi-graded teaching is an important initiative in the reform pedagogy in Germany and has been one of the policy directions in response to the declining birth rates in recent years. This study conducted on-site interviews with principals and teachers from three public schools in Baden-Württemberg, Germany, aiming to explore the significance and advantages of multi-graded teaching from their experiences, as well as the challenges they face and the necessary conditions and resources for implementing multi-graded teaching.
The findings of the study indicate that teachers generally believe multi-graded teaching can address individual differences and strengthen students' social learning. The main challenges they face include handling differentiation and managing the burden of lesson preparation, and especially encountering a critical lack of administrative support. Furthermore, to maximize the effectiveness of multi-graded teaching, teachers need to adjust their mindset and organize curriculum and instruction effectively. Implementation requires a bottom-up approach and the establishment of collaborative teams. Effective communication with parents and students is equally important.
The research discussion focuses on the teachers' major challenges in facing and applying differentiation and the essential core elements of multi-graded teaching. The conclusion provides relevant recommendations for educational policies.