A Case Study on Differentiated Instruction in History Teaching in Junior High School Social Studies

• Main Authors: Chao, Yi-Ling, 趙怡鈴
• Other Authors: Tang, Ren-Yen
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/82345599231009225381

碩士 === 國立臺灣師範大學 === 教育學系 === 105 === 　　The researcher is a junior high school history teacher, who finds that due to both the time constraint and a hectic work schedule, it is difficult to consider the learning needs of each student. In response to the promotion of 12-year basic education and the educational trend of adaptive teaching, this study, through differentiated instruction and the student-centred approach, aims to explore the construction, process, and effect of differentiated instruction in junior high school history teaching, and explore the reflections on and the growth of professional knowledge and skills of teachers. This research employed the case study method, taking the seventh grade classes of a junior high school in Taipei City as its subject. In the process, learning logs, classroom observations, interviews, notes of teachers’ reflection, questionnaires, daily assessments and term assessments were analysed and discussed to understand the results and changes in students after the implementation of differentiated instruction. Finally, conclusions and recommendations were put forward. 　　Through the practice of differentiated instruction, data collection, and analysis and discussion, this study reached the following conclusions: I. The Principle of Designing and Implementing Differentiated Teaching of History in the Field of Social Studies in Junior High School. 1.Promote the teaching and learning of history through questions. 2.There is a dynamic relation between students’ learning ability and learning conditions, and teachers must pay constant attention to it and accordingly adjust their teaching. 3. Teachers should create a warm and positive learning atmosphere to prevent the emergence of a culture of labelling. 4. Skilful use of flexible grouping facilitates the realization of differentiated instruction. 5. A wealth of teaching strategies and diverse curricular activities provide students with more possibilities and opportunities for development. II. The Effects of Implementing Differentiated Teaching in History in the Field of Social Studies in Junior High School. 1.Improve learning attitude. 2.Promote teacher-student interactions and communications. 3.Enhance learning achievement. 4.Narrow learning gap. III. Reflecting on Differentiated Teaching in History in the Field of Social Studies in Junior High School. 1.Enhance the growth of teachers' professional knowledge and skills. 2.Bring history lessons from textbook to real life. 3.Appreciate student potentials. 4.Practice and internalize differentiated teaching. 　　Based on the investigation and results of this study, the following recommendations are made for follow-up research: 1. The commencement of differentiated instruction should proceed gradually and requires the accumulation of experience. 2. Professional communities of teachers should be established for sharing of knowledge and experience among fellow teachers for their mutual benefit. 3. Helping students and parents to understand differentiated instruction enables parents, teachers and students to march forward hand in hand. 4. Seeking school resources and support contributes toward promoting differentiated instruction. Keywords: differentiated instruction, case study