An Action Research on Junyi Academy into Differentiated Instruction promoting mathematics learning effects of the junior high school students

• Main Authors: Yu-Hung Liu, 劉俞宏
• Other Authors: Chun-Yi ,Shen
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/7e389u

碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 106 === Most of the current situation in the classrooms in Taiwan is still based on the unilateral and one-way teaching of the teacher, which is a teacher''s handwritten book, and at the same time guides the group education of the whole class. The biggest challenge for researchers in the teaching scene is the problem that needs to be solved now. How to balance each student in a normal class, so that each student can participate in learning and make it possible to mathematics. Have confidence in learning. The popularity of the Internet has also led to the development of various learning platforms and the contending of new schools. The new teaching technology has brought new teaching sites. Through Junyi Academy, the possibility of self-study is increased, and the relative teaching scenes are different. . For the teachers of the new era, in order to have a good teaching quality, in addition to the proper arrangement of the curriculum and innovative teaching strategies, the use of teaching resources is also indispensable. The main purpose of the research is to explore the effectiveness of the integration of the unified platform into the mathematics classroom in the middle school. Through the resources of the Junyi Academy and the design of a series of teaching lesson plans, the researchers use the action research method, alternating practice and reflection, to explore the practical process of integrating the unified education platform into the mathematics learning of the middle school students and analyze the students. The performance of mathematics learning. The implementation process was carried out from November 2006 to January 107. The research object was 32 students from a class in the eighth grade of Zhongshan Junior High School in New Taipei City. The research process used Junyi Academy and collected student''s study forms, feedback questionnaires, interview records, and mathematics. The calculation process, the teacher''s classroom anecdote record, the teaching memory notes, the classroom video and the teacher''s observation record, the learning history and results presented by the Junyi Academy, and the qualitative information; and the regular assessment of the current students for one to two semesters Quantitative data such as grades to understand the effectiveness of students'' mathematics learning. The results of the study found that the standard deviation of the scores of the test scores is getting smaller, especially by observing the learning process presented by the Junyi Academy. Most of the learners tend to be more sophisticated from the level of the first level of growth, with the increase of time and practice. The results of qualitative analysis or quantification also give researchers more positive and effective feedback. The conclusions of this study are as follows: 1. The curriculum design integration, process, results, environment and use of the Junyi Academy into the Differentiated Instruction the variety of strategies allows students to learn adaptively. 2. after the Junyi Academy is integrated into the Differentiated Instruction, the situation of the learning gap can be greatly reduced. Most students express their teaching. after the implementation of Differentiated Instruction, the effectiveness and motivation of mathematics learning have improved. 3. the integration of the Junyi Academy into the implementation of Differentiated Instruction has improved the professional growth of researchers. Finally, research based on the conclusions, the authors put forward suggestions on teacher teaching and future research.