臺灣博碩士論文加值系統

本研究旨在探討運用差異化教學策略於國小六年級學童英語閱讀學習成就與
學習興趣之影響，採準實驗研究法進行設計，研究對象為桃園市龜山區某國小六
年級二個班級的學童共50 名，分別為實施差異化教學策略的實驗組及進行傳統
大班教學的對照組。
本研究實驗教學每週2 節課，為期八週，共16 節課的時間後，於實驗教學
前對實驗組及對照組進行英語閱讀能力測驗，再對實驗組及對照組實施英語學習
興趣量表問卷前測。在研究期程結束後，對兩組進行英語閱讀成就測驗及英語學
習興趣量表問卷後測，而實驗組再施予英語差異化策略教學問卷調查表。透過獨
立樣本t 檢定、相依樣本t 檢定、描述性統計及質性分析等統計方式來進行資料
處理與分析後，研究結果發現：實驗教學後，實驗組學童在英語閱讀學習成就測
驗上的平均分數低於對照組學童，但無顯著差異，實驗組學童在整體的英語學習
興趣分數高於對照組學童，且實驗組在英語學習興趣前後測分數也有顯著提升。
實驗組學童對於差異化教學策略學習興趣的想法上也多有正向的回饋。
根據研究結果，以下為具體教學建議：差異化策略教學之分組應有多方面考
量，可以多進行異質性分組的活動做交叉使用，以增加不同組別組員有交流的機
會，而繪本的選擇於差異化策略教學應與心智年齡及英語能力並重，或對於不同
學習能力學生給予不同的繪本。再者，閱讀理解策略問題的方式於差異化策略教
學應配合學生的學習準備度，應先補足學童的英語字彙等相關能力，再進行英語
閱讀理解活動，相信這樣會有更好的學習成效。

This research aims to investigate whether differentiated instruction is helpful for 6th
grade English as a foreign language learners to improve their English reading
achievement and learning interest. Two 6th grade classes, 25 students each, from
Taoyuan City took part in this quasi-experimental study. One class, served as the
experimental group, was taught with differentiated instruction, and the other, the control
group, was taught with conventional teaching method.
The experimental instruction lasted for eight weeks, two times a week. An
“English Reading Comprehension Test” was administered before and after the
intervention. Both groups of students also filled out an “English Learning Interest
Questionnaire” before and after the instruction, while the experimental group filled out
an “English Differentiated Instruction Learning Interest Questionnaire” after the
intervention. The data was then analyzed with independent-samples t test,
paired-sample t test, descriptive statistics and qualitative analysis.
The result shows that although the control group had a higher score than the
experimental group, there were no significant difference of English reading
comprehension in the posttest between the two groups. However, students from the DI
group had a significant enhancement in their learning interest than that of the control
group. Students gave positive feedback for the differentiated instruction.
The major findings of this study state that the grouping should be considered in
various dimension in differentiated instruction and the choice of the storybook should
be balanced with both students’ mental age and English ability. Using different
storybooks for different students is suggested. Adopting QARs in differentiated
instruction should take learners’ readiness for such questions into consideration.

第一章 緒論 ......................................................................................................................................1
第一節 研究背景與動機 ...................................................................................................1
第二節 研究目的及待答問題 .........................................................................................4
壹、研究目的 ................................................................................................................4
貳、待答問題 ................................................................................................................4
第三節 研究之重要性 ........................................................................................................5
第四節 名詞解釋 ..................................................................................................................7
壹、差異化教學 ...........................................................................................................7
貳、英語閱讀能力 ......................................................................................................7
參、英語學習興趣 ......................................................................................................7
第二章 文獻探討 ............................................................................................................................9
第一節 差異化教學之理論基礎 ....................................................................................9
壹、掌握學生的學習準備度 ..................................................................................10
貳、了解學生多元學習風格與多元智慧 .........................................................12
參、了解學生的學習結果 .......................................................................................14
肆、小結 ..........................................................................................................................15
第二節 差異化教學之意涵 ..............................................................................................15
壹、差異化策略教學之起源 ..................................................................................15
貳、差異化策略教學之特點 ..................................................................................16
參、小結 ..........................................................................................................................17
第三節 差異化教學之策略 ..............................................................................................18
壹、內容差異化 ...........................................................................................................18
貳、過程差異化 ...........................................................................................................19
參、結果差異化 ...........................................................................................................23
肆、學習環境 ................................................................................................................24
伍、小結 ..........................................................................................................................25
第四節 差異化教學融入英語教學領域之相關研究 ............................................26
壹、國外差異化教學研究 .......................................................................................27
貳、國內差異化教學研究 .......................................................................................28
第三章 研究設計與實施 .............................................................................................................35
第一節 研究方法與架構 ...................................................................................................35
壹、研究方法 ................................................................................................................35
貳、研究架構 ................................................................................................................36
第二節 研究步驟 ..................................................................................................................38
壹、準備階段 ................................................................................................................38
貳、實驗階段 ................................................................................................................38
参、資料處理分析及撰寫研究論文階段 .........................................................40
第三節 研究場域與參與者 ..............................................................................................41
壹、研究場域 ................................................................................................................41
貳、研究參與者 ...........................................................................................................41
第四節 實驗教學設計 ........................................................................................................45
壹、教材內容 ................................................................................................................45
貳、學習與評量目標 .................................................................................................47
參、教學流程 ................................................................................................................48
肆、教學規劃 ................................................................................................................49
第五節 研究工具 ..................................................................................................................56
第六節 資料處理與分析 ...................................................................................................62
壹、量化分析 ................................................................................................................62
貳、質性分析 ................................................................................................................63
第四章 研究結果與討論 .............................................................................................................65
第一節 差異化教學實施前後，實驗組及對照組學童在英語閱讀學習
成就上是否有顯著差異結果分析 ...............................................................65
第二節 差異化教學實施前後，實驗組學童在英語學習興趣方面是否
有顯著差異結果分析 ........................................................................................67
壹、英語學習興趣量表之獨立樣本t 檢定統計結果分析 .......................67
貳、英語學習興趣量表之相依樣本t 檢定統計結果分析 .......................69
參、英語學習興趣量表之描述性統計結果分析 ..........................................72
第三節 實驗教學後，實驗組學童對於實施英語差異化策略教學的想
法為何結果分析 ..................................................................................................79
第四節 綜合討論 .................................................................................................................87
壹、英語閱讀學習成就 ...........................................................................................87
貳、英語學習興趣 .....................................................................................................89
第五章 結論與建議 .....................................................................................................................93
第一節 研究結論 .................................................................................................................93
第二節 研究建議與限制 ..................................................................................................94
壹、對教學之建議 .....................................................................................................94
貳、研究限制與未來研究建議 ............................................................................96
參考文獻 ..............................................................................................................................................99
附錄一 英語閱讀能力測驗與英語學習成就測驗 ...........................................................105
附錄二 流動式紀錄Running Records ...................................................................................114
附錄三 英語學習興趣量表 ........................................................................................................115
附錄四 英語差異化策略教學問卷調查表 ..........................................................................118
附錄五 英語差異化策略教學課程設計 ...............................................................................120
附錄六 英語差異化策略教學分組任務學習單 ................................................................139

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