A Study of Differentiated Instruction to Enhance Junior High School Students’ Learning Performance

• Main Authors: Huang, Ya-Pei, 黃雅珮
• Other Authors: Tang, Ren-Yen
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/p49vpe

碩士 === 國立臺灣師範大學 === 教育學系 === 106 === The study aims to explore differentiated instruction to enhance junior high school students’ learning performance, to care about students' learning attitudes and learning expression, and to examine the difficulties and challenges encountered by teachers in the practical strategies and implementation of teaching practice. The above results are used as the reference for the reflection and improvement of the effectiveness of differentiated instruction to enhance junior high school students’ learning performance. The study investigated 34 grade 8th junior high school students in Taipei, executing 5 units for differentiated instruction of English teaching 4 times a week, and for 45 minutes each time during 10 weeks. To get the results of this study, the researcher analyzes data from the videos, teaching materials, students’ interviews, observation records, and teachers’ reflections. The conclusions of the study are as follows: 1. Before designing and implementing differentiated instruction in English teaching, teachers need to understand the parts of teaching goals, contents, activities, learning environment, and assessments. 2. After implementing differentiated instruction in English teaching, the learning effectiveness of the students has improved in the degree of their learning participation and achievements. 3. The problems and the solutions of implementing differentiated instruction can be found through the curriculum designing process and the implementation process. The implementation also helps teachers grow the professional knowledge and skills, and keep participating in the professional communities.