Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/77313


Title: 實施差異化語言教學:一個臺灣高中英語教室之行動研究
Implementing Differentiated Language Instruction: Action Research on a Senior High EFL Classroom in Taiwan
Authors: 鄒亞珊
Tsou, Ya Shan
Contributors: 招靜琪
Chao, Chin Chin
鄒亞珊
Tsou, Ya Shan
Keywords: 行動研究
差異化語言教學
action research
differentiated instruction
Date: 2015
Issue Date: 2015-08-03 13:43:29 (UTC+8)
Abstract: 近兩年來,差異化語言教學(Differentiated Instruction)一直是臺灣英語教學領域中持續發燒的話題。隨著學生有不同的需求,越來越多的老師採用了差異化語言教學,而他們對這種教學方式亦抱持著正面的態度,但對尚未進入此項教學的老師,卻有很多的不了解與質疑。本研究目的在於探究差異化語言教學在現行臺灣高中英語教室裡實行時所面臨的機會與挑戰。本研究以質性行動研究的方式,針對差異化語言教學之執行提出四個研究問題:(1)在三個特定選出的組別中,學生是怎麼了解差異化語言教學的?(2)在三位特定選出的學生中,由於各自不同的語言學習背景和經驗,他們在差異化語言教學中表現得如何呢?在怎麼樣的情況下,學生會覺得差異化語言教學是對他有幫助的?(3)從學生的觀點出發,他們在差異化語言教學中遇到了什麼機會和挑戰?他們又是如何去克服這些挑戰的呢?(4)從老師的觀點出發,依據這三個特定組別和三位學生的表現,差異化語言教學有何重要思考的議題?此研究從2014年秋季至2015年春季共進行了三個循環,是在北臺灣的一所高中二年級的班級實行,班上有二十位學生。資料來源是學生的學習單、課堂觀察、訪談以及教師日誌。研究結果顯示:差異化語言教學的確能增進不同程度學生的學習興趣並敦促學生去反省他們的學習歷程。在實行差異化語言教學後,學生所展露出來的信心以及滿足感是給予老師持續進行此種教學法最大的希望。對於學生的父母親以及校方方面,持續的溝通是相當重要的,如此一來,差異化語言教學才能在現行課室中繼續且成功地執行下去。同時,對老師而言,實行差異化語言教學也有三項挑戰,分別是:彈性分組、教師的角色以及同儕壓力。在本文之末,作者分別述說了實行差異化語言教學後的心得、教學上的意涵以及對於未來相關研究之方向建議。
Differentiated instruction (DI) has been part of an ongoing discussion in Taiwanese English teaching field in the recent two years. With students’ varied needs, more and more teachers have adopted DI in their own class and held a positive attitude towards this concept. However, for those who have not experienced DI, there is also much doubt and questions.
This study aimed to explore the opportunities and challenges during the implementation of DI in one senior high EFL classroom in Taiwan. As qualitative action research, the study research provides an in-depth understanding of (1) how the three selected groups perceive the differentiated instructional design? (2) how three selected students of varied language learning backgrounds experience the instruction? To what extent they feel it is helpful? (3) from the students’ perspective, what opportunities and challenges are there, and how they manage the challenges? (4) from the teacher’s perspective, what critical issues have differentiated instruction raised based on the three selected groups’ and the three students' experiences?
Three cycles of the study were implemented in a second-year class of 20 students in a northern senior high school, from fall semester in 2014 to spring semester in 2015. The results derived from students’ worksheets, classroom observation, interviews and teacher’s logs showed: DI has greatly enhanced students’ learning interests and urged students to reflect their learning process. Then, the sense of confidence and satisfaction after the DI implementation has fostered great hopes for teachers to continuously conduct DI classes. Moreover, it is paramount to have constant communication with parents and school authorities so that DI can be continuously and successfully carried out in current English classrooms in Taiwan.
Based on the findings of this study, three critical challenges for those who plan to conduct DI classes are discussed, including flexible grouping, changing teacher’s role, and peer pressure from colleagues. At the end of the thesis, the researcher’s responses after the DI implementation, pedagogical implications, limitation of the study, suggestions for future study and conclusion are discussed.
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Description: 碩士
國立政治大學
英語教學碩士在職專班
100951012
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0100951012
Data Type: thesis
Appears in Collections:[英語教學碩士在職專班] 學位論文

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