| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 104 === This study was produced by investigating an English teacher of elementary school practices differentiated instruction in her teaching. The purpose is to analyze and evaluate the method, the process and the result of a teacher practices differential instruction for her first time. For example, which teaching strategies she applies in satisfying student’s needs and how to overcome the setback she might meet. This study adopted case study which based on an English teacher of elementary school as research object. Data collection contained observation, interview and documents. The result illustrates that the teacher keeps continuous attempt, rethink and adjustment to establish differential instruction. In addition, she brings diversification into practice differential instruction and builds a comfortable learning environment. There were many issues she confronted during the process. For instance, affect by past teaching concept and experience, limited time for teaching, lack of team discussion and preparation, difference of parents concept, interactive between peer and insufficient teaching resource. According to the result, there are some recommendations as follow in this study for teachers and prospective researchers as references.
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