差異化教學對國中英語字彙學習策略與學習成效之影響

Abstract

本研究旨在探討運用差異化教學於國中英語字彙教學上，透過給予不同程度的學生學習任務與策略引導，探討其在學生學習成效與學習策略的影響。研究對象為八年級國中生共25位，於過程中以學習單、觀課記錄、教師省思札記、訪談等質性資料配合字彙測驗前後測與學生回饋單等量化資料進行分析，以了解學生在接受差異化教學後在字彙學習成效上與字彙策略之應用的影響。最後，透過觀課教師的課程建議與教學省思札記對自身教學挑戰與專業成長進行反思回饋。本研究之結論如下： 壹、差異化教學有助於提升國中字彙學習成效，以相依項樣本t檢定比較字彙測驗前後測成績，學生字彙成績表現後測顯著高於前測；以分析各項測驗項目之進步程度，高程度組和中程度組在文意選擇、造句和填充成績上達顯著進步；低程度組在填充和造句上達顯著進步。 貳、差異化教學有助於國中生在遇到字彙學習困難時採取適合的策略學習，質性分析結果與學生回饋統計結果相互呼應，在差異化分組學習的過程中，高程度組傾向查詢字典；中程度組學生會詢問同學或查字典，兩者策略會交替使用；低程度組學生則多採用詢問同學，此外學習單中的附圖也被中、低程度組的學生認為對於理解記憶字彙有幫助。 參、實施國中生英語字彙差異化教學有助於教師反思教學的挑戰與增進專業，透過教師省思札記撰寫、影片回顧與諍友建議，讓研究者重新反思與檢視課程問題，進而調整教學方式、分組安排、學習單設計與課程活動；全面性考量學生特性與友好關係以及小組整體討論狀態，滾動式修正與調整以利學生從小組活動中產生學習；活動設計考量學生興趣，規劃一個熟悉重複性的活動，一個新的且略帶挑戰的活動，盡可能滿足不同需求的學生。This study aims to explore the application of differentiated instruction in junior high school English vocabulary teaching. By assigning tailored learning tasks and providing strategy guidance to students of different proficiency levels, the research investigates the influence of differentiated instruction on students' learning effectiveness and strategies use. The participants consisted of 25 eighth-grade junior high school students. The study employed a mixed-methods approach, integrating qualitative data—including worksheets, observation records, teacher’s reflections, and interviews—with quantitative data such as pre- and post-tests on vocabulary and feedbacks from students. The conclusions of the study are as follows： 1.Differentiated instruction enhances vocabulary learning effectiveness. A paired-sample t-test shows a significant improvement in post-test results. Further analysis of different test components are summarized as follows. (1) Advanced level students and intermediate level students demonstrated significant progress in contextual selection, word spelling and sentence making. (2) Basic level students showed significant improvement in word spelling and sentence making. 2.Differentiated instruction facilitates the use of effective learning strategies. (1) Advanced level students predominantly relied on dictionary use.(2) Intermediate level students alternated between consulting peers for help and using a dictionary.(3) Basic level students primarily asked peers for help.Additionally, worksheets with illustrations were particularly useful for intermediate and basic level students in understanding and memorizing vocabulary.3.Implementation of differentiated instruction supports teacher’s reflection and professionalgrowth, the practice of differentiated instruction allowed the researcher to reflect on teaching challenges and professional development. Through writing reflections, reviewing recorded lessons, and incorporating feedback from peers, the researcher was able to identify and address classroom issues. Key adjustments included:(1) Modifying teaching methods, group arrangements, worksheet designs, and class activities to accommodate students’ characteristics and group dynamics.(2) Iteratively refining teaching strategies to enhance group learning effectiveness.(3) Designing activities that balanced familiarity and novelty, incorporating repetitive tasks and slightly challenging ones to meet the diverse needs of students.