提升國中生國文閱讀理解能力之差異化教學實踐歷程與實施成效探究

Abstract

本研究旨在探究提升國中生國文閱讀理解能力之差異化教學的實踐歷程與實施成效。首先透過相關文獻分析差異化教學與國文閱讀理解能力的定義與原則 ，接著採用設計本位研究法，設計差異化教學方案，並依學生的學習狀況與研究者的自我反思，適時調整教學方案，以達成研究目的。根據研究發現，歸納出以下結論：

一、提升國中生國文閱讀理解能力之差異化教學實施歷程包含了四個階段： （一）學生起點行為的評估：利用標準化測驗、教師的觀察與學生段考成績表現 ，將學生起點能力歸納為高、中、低三類，再輔以誤讀分析法探究不同能力學生的國文閱讀理解歷程，做為學生起點行為的評估。評估的結果顯示不同程度的學生有不同的學習需求，因此學習目標的設定、學習內容的組織與學習活動的安排，都應考量學生的情況。 （二）教學行動的預備：在教學前分析出學生在文言文及白話文中的學習難點， 做為安排教學內容時的參考，並進行文本分析，將文章內容設計為包括三個層次的文意學習單，讓學生透過與文本的互動，能夠練習不同層次的閱讀理解能力。 （三）教學方案的實踐：教師依據差異化教學的理論與提升學生閱讀理解能力的 國文教學設計，規劃差異化教學方案，提供學生多元的學習機會，再使用 動態評量學習成效。差異化教學的策略與方法可依課程內容、教學過程與 學習成品，分別回應不同能力學生的學習需求。 （四）學習成效的檢覈：成效的檢覈分為三個面向，包括教學目標的達成情形、 學生閱讀理解能力的進步情況與學生的學習滿意度。每次教學的形成性評 量與總結性評量，目的都在檢視教學目標與學習結果之間的契合程度，此 外，也根據標準化測驗後測及段考來測知學生的閱讀理解能力是否有所提 升，而學期末的回饋單，則用來檢視學生的學習滿意度。

二、差異化教學實施後，學生在閱讀能力標準化測驗後測中的得分都有增加，段 考成績也持續進步，學習回饋單也顯示出學生具有正向的學習經驗，由此可 知差異化教學的實施有顯著的效益。

三、影響提升學生國文閱讀理解能力之差異化教學的因素，包括： （一）教師的教學預備度：包括教師對學生的理解、對教學內容的詮釋、對學科 知識與學科教學知識的掌握，以及對評量目的的熟知。 （二）學生對主體能動性的覺知：差異化教學要能夠實踐，學生與教師之間必須 有很多的溝通，學生能意識到自己做為學習的主體，願意表達需求，能夠 信任教師，並接納自己的現況且嘗試多元的學習方法。 （三）班級友善氛圍的營造：除了學生本身能意識到自己的獨特性，同儕也要有 開放的心胸接納每個人不同的學習需求，友善的氛圍能帶來平等與尊重， 並激發學生的學習意願。

最後，本研究依據結論提出相關建議，供教師、國文教學研究者及後續差異 化教學研究進行參考。This study intended to explore the implementation process and the effects of differentiated instruction for the enhancement of Chinese reading comprehension abilities of junior high students. Based on literature review, the definition and principles of differentiated instruction and Chinese reading comprehension abilities were first analyzed. Then, the teacher-researcher used the design-based approach to develop as well as to investigate the differentiated instructional program for the enhancement of students’ Chinese reading comprehension. In order to achieve research goals, instructional plans were modified throughout the teaching process according to students’ learning progressions and teacher-researcher’s self-reflections. The research findings and conclusions of this study were summarized as follows:

1.There were four stages in the implementation of differentiated instruction, including: (1)Evaluating students’ entry levels: The teacher-researcher utilized standardized test results, observations and term examination scores to group students into three levels: higher, middle and lower, and used miscues analysis to understand the process of Chinese reading comprehension of different students. The outcomes of evaluation showed that students had different learning needs, therefore, teacher should set learning goals, organize contents and activities accordingly. (2)Preparing for teaching plans: The teacher-researcher collected evidences of students’ learning difficulties before teaching and used them as references when organizing learning contents. Then the teacher-researcher analyzed texts and designed worksheets to assist students interacting with texts and exercising their Chinese reading comprehension capacities. (3)Enacting instructional plans: Based on theories of differentiated instruction and Chinese instructional designs, the teacher-researcher developed differentiated instructional strategies, provided multiple learning opportunities and utilized dynamic assessments to help students enhancing their Chinese reading comprehension. Strategies of differentiated instruction could be responsive to students’ different learning needs through differentiations in content, process and/or product. (4)Examining learning effects: There were three aspects of learning effects to be examined, including: results of learning-goal achieved, the advancement of students’ Chinese reading comprehension and students’ satisfaction with learning. The teacher-researcher collected data through formative and summative assessments, post-test results of standardized tests and term examination scores, and students’ feedback.

2.After the implementation of differentiated instruction, students’ post-test scores of standardized tests were higher, scores of term examination also improved and most of them had positive learning experiences. The positive effects of differentiated instruction were very significant.

3.The supportive factors, such as teachers’ teaching preparation, students’ self-awareness of learning agency, and friendly classroom climate, all played an important role in the implementation of differentiated instruction.

Finally, suggestions were provided to educational practitioners and researchers of Chinese reading comprehension instruction, as well as for future research on differentiated instruction.