An Action Reasearch of Using Differentiated Instruction into the Environmental Instruction - An Example of the Sixth Grade Students of Feng Nian Elementary Schoolin New Taipei City

• Main Authors: Hsieh,Ting-Ting, 謝婷婷
• Other Authors: Guo,Da-Xuan
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/jv5a62

碩士 === 臺北市立大學 === 歷史與地理學系社會科教學碩士學位班 === 107 === With the pursuit of equalization and fairness in education, and the concept of classroom learning based on student learning. This study provides students with diverse learning strategies using differentiated instruction due to individual student differences. Teachers need to fully grasp the students' readiness, learning background and learning traits, and design a variety of teaching activities. Therefore, the use of action research to discuss the specific practice of differentiated instruction into the sixth-grade socialstudies environmental issuesof Feng Nian Elementary School in New Taipei City. The small students are the research subjects, with a total of 63 research objects, and design a teaching program for environmental issues in the differentiated social studies. Understand the practical strategies of differentiated instruction in the social classroom, and explore the possible problems and reflections in classroom practice. This study found that: (1) Effectively Differentiated Social Issues Environmental topics are responsive teaching that meets different learning needs through appropriate assessments. (2) Differentiated socialstudies environmental issues Curriculum planning encourages students to care about environmental issues affecting the world, and support students to discover problems, propose solutions and implement actions to become future world citizens' learning tasks. (3) Differentiated social studies environmental issues teaching strategies can help improve students' cognitive, affection, and skills. The results of this study provide specific suggestions based on the adjustment of teachers' roles, the improvement of teachers' teaching professions, and action research to promote teachers' differentiated teaching practices.