Action Research on the Differentiation Teaching applied to the English Remedial Teaching Plan for the Fifth Grade Aboriginal Students of the Primary School

• Main Authors: Wu, Hsin Chu, 吳幸祝
• Other Authors: Sheu, Terng-Ji
• Format: Others
• Language: zh-TW
• Published: 2020
• Online Access: http://ndltd.ncl.edu.tw/handle/q8kfr5

碩士 === 國立臺灣海洋大學 === 教育研究所 === 107 === The study aimed to explore the effect and influence of differential teaching on English remedial teaching. The participants included six fifth-grade aboriginal primary school students in Keelung. The research was framed by use of action research. Remedial teaching method implemented two sections in a week and lasted for eight weeks. Data were collected by students' English proficiency tests, students’ satisfaction survey, teacher's teaching notes, teacher-student interactive dialogue and video recording, information collecting during process, and teacher’s reflection. Teaching strategy was adjusted in the second stage. Students’ performance reached expection after two action research stages. The findings of the study revealed as follows: 1.After the two-stage differentiated remediation teaching program, students' performance in English learning achievement test and learning satisfaction improved significantly. 2.There were five major factors influenced implementation of differentiated English remedial teaching program: (1)The timing of teacher building scaffolding. (2) Teacher’s mastery of differentiated group courses. (3) The appropriate multi-strategy applying for different levels of students. (4)The adaptability of students to class style and cooperation with partner teachers. (5) Cooperation and recommendation of partner teachers. 3.This study proposed a two-stage differentiated English remedial teaching program that effectively improved fifth-grade aborigninal primary students’ English proficiency. 4.Ultimately, the growths of teacher after differential teaching applied to remedial teaching action research in classroom were: using multi-assements tools, appreciate students’ performance in various ways, positive learning enrironment and student-oriented teaching in differentiated teaching. Keywords: Differentiated teaching, Remedial teaching, Aboriginal students