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Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/132457

Title:	差異化教學對國小六年級學生英語學習及動機成效之個案研究 The Effects of Differentiated Instruction on English Learning and Motivation: A Case study of Sixth Graders in Taiwan
Authors:	高禎鞠 Kao, Chen-Chu
Contributors:	許麗媛 Hsu, Li-Yuan 高禎鞠 Kao, Chen-Chu
Keywords:	差異化教學英語學習學習動機 differentiated instruction English learning motivation
Date:	2020
Issue Date:	2020-11-03 11:30:36 (UTC+8)
Abstract:	論文提要內容：　　本行動研究旨在分析及探討實施差異化教學對於新北市一所國小之六年級學生的英語能力及英語學習動機的影響，以全民英檢之小學英檢(一)為前測，得知六年級學生的英語程度，依其測驗結果將學生分為低中高三組。並輔以英語學習動機量表了解學生的英語學習動機。教學過程中進行英語差異化教學，透過階梯式教學單、彈性分組、及多元評量等方式幫助學生學習英語及增進其學習英語的動機。經三個月後，以全民英檢之小學英檢(二)為後測，分析學生經差異化教學後英語能力的改變，並輔以英語學習動機量表及差異化教學回饋表探究學生學習英語的動機情形的及其對差異化教學的看法。　　本研究的結果顯示，(1)差異化教學增進了學生的聽力，尤其是中階組與高階組的學生。 (2)差異化教學增進了學生的英語學習動機，包含學學習英語的態度以及對於學習英語的求知欲。(3)就英語學習成效以及英語學習興趣而言，學生對於差異化教學有正向的看法。最後，研究者根據研究結果，對於國小英語教學實施差異化教學提出數點看法，作為未來研究之方向。 This action research aimed to find out the effects of differentiated instruction (DI) on English learning and motivation of sixth graders in New Taipei City. The researcher applied GEPT Kids (Form A) as the pretest to understand the participants’ English proficiency. The participants were divided into three groups according to their performance on the test. Also, an English learning motivation questionnaire was applied to understand the students’ English learning motivation. Then, the researcher implemented differentiated instruction in English class. Tiered tasks, flexible grouping, and multiple assessments were used in the study to help the participants learn English better and increase their motivation. After twelve weeks of DI learning, the posttest of GEPT Kids (Form B) was conducted to understand the participants’ English ability. In addition, the English learning motivation and DI feedback questionnaires were employed to understand the participants’ English learning motivation and their perceptions of differentiated instruction. The results indicated that (1) DI fostered the participants’ English listening ability, especially those students from the intermediate and high proficiency groups. (2) DI enhanced the participants’ motivation regarding their attitude and desire toward learning English. (3) Students held positive attitude toward DI regarding its effects on English learning outcomes and interest. Finally, based on the findings, pedagogical implications for differentiated instruction in the English classroom at primary level were provided.
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Description:	碩士國立政治大學英語教學碩士在職專班 104951006
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0104951006
Data Type:	thesis
DOI:	10.6814/NCCU202001767
Appears in Collections:	[Department of English] Theses

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