| Summary: | 碩士 === 國立東華大學 === 教育與潛能開發學系 === 106 === Traditional educational thinking regards schools as factories, and produces the same educational results through a linear production process. However, since Grade 1-9 Curriculum Guidelines, up to 12-year Basic Education in recent years, the state-education has emphasized the importance of being student-centered. The characteristics of a student emphasize the educational philosophy of "teaching students in accordance with their aptitude" and "achieving talent development ". Therefore, teachers should provide students with different learning needs according to their differences in abilities, learning interests, learning styles, etc. Therefore, it is very important for teachers to have the competence of differentiated instruction and teaching thinking. The purpose of this study is to investigate the differences between elementary and junior high school teachers on the competence of differentiated instruction and the actual implementation situation, and specific research purposes are:
(A) to understand the status of teachers in the competence of
differentiated instruction
(B) to understand the status of teachers in the practice of
differentiated instruction
(C) to compare the remedial instruction teachers and general
teachers in differentiated instruction between the difference
situation of the competence and practice
(D) to explore the relationship between teachers' competence and
practice of differentiated instruction
(E) based on the research findings, suggestions for government
education units, national elementary and junior high teachers
and follow-up education research reference of the person
In this study, we collected data from junior high and elementary school teachers in eastern Taiwan and surveyed 233 teachers through questionnaires. After the data analysis, the main findings of this study are as follows:
(A) teachers in eastern Taiwan believe that differentiated
instruction is important and the frequency of implementation is
relatively low
(B) the teachers in eastern Taiwan should improve the
"importance" and "frequency of implementation" of differentiated
instruction
(C) teachers of remedial instruction in differentiated
instruction "assessment" implementation frequency higher than
general teachers
(D) the small schools are higher than the big ones in
implementing “the principle of differentiated instruction" and
"student-centered"
(E) the workshop has no positive impact on teachers' awareness of differentiated teaching "importance" and "frequency of implementation".
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