| Summary: | 碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 101 === This study aims to explore the differentiated remedial teaching styles in Chinese for Grade first students and resolve the problem of what classroom learning cannot achieve due to the gap between underachievers and regular students by introducing a single remedial teaching session.
This study takes underachieving students of Chinese in Grade first and their teachers as the research subjects and the research design as the method. The main reason for adopting this method is figuring out the teaching design applicable for classroom and research requirements. Therefore, the researcher performed teaching practice by repeated data collection and analyses after the curriculum of differentiated remedial teaching was designed. Moreover, the actual classroom practice and learning situation were observed to assure the teaching practice could meet the original teaching goals. According to the learning process and effect, the researcher also presented the differentiated remedial teaching process on Chinese by continuous revision and analysis of the existing theories and amending the inapplicable teaching processes and teaching materials.
The research results are discussed from three aspects, including the demand appraisal of Chinese remedial teaching, the remedial teaching plan of applying differentiated teaching strategies among underachieving students in Chinese, and the learning effect on those students who accepted the differentiated remedial teaching on Chinese. The teaching demands for underachieving students in Chinese can be discussed from four aspects, namely, learning behavior observation, initial capacity appraisal, learning characteristics understanding and family environment. In terms of differentiated teaching strategies applied in Chinese remedial teaching plans, this study starts from applicable teaching goals that are geared towards building a teaching mind map, and draws up teaching activities and prepares the teaching situation to arouse learning interest according to underachievers’ requirements. The teaching sequence is rearranged based on the initial behaviors of the students. In this way, the author continues to revise the teaching style to improve their learning effect. In this study, the learning effects on underachieving students in Chinese have different positive results based on their different characteristics.
Suggestions are proposed according to the above findings. 1) differentiated remedial teaching can be applied together with regular teaching; 2) besides proper application of differentiated teaching strategies, the learning effect improvement should be highlighted; 3) it is suggested that future researchers design a network platform for sharing of teaching materials; and 4) it is suggested for future researchers to make related researches on differentiated remedial teaching strategies from the perspective of school teamwork mode.
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