A Case Study of Teacher’s Teaching Practice of Differentiated Instruction in an Elementary Classroom

• Main Authors: Chiu, Liang-Hsun, 邱亮勳
• Other Authors: Lin, Pei-Hsuan
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/992ttw

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 107 === The purpose of this study is to explore the process of practicing differentiated instruction by elementary school teacher and analyze her strategies of evaluating students’ individual differences, teaching principles and the effective ways to overcome the difficulties. This study adopted case study which based on a elementary school teacher who has five years of experience in differentiated instruction as research object and use interviews, related documents and observation methods to collect data and record. The research results show that teachers not only continue to pay attention to the differences between students, but also help learners to understand themselves and deepen their advantages. In addition, she according to the differences of students to adopts diversification teaching strategies and help students construct their own learning ways. During the differentiated instruction, teachers has to solve the problems of limited time and space for teaching, the performance of underachieving students in class and the restriction of unfamiliar field. According to the result, there are some suggestions for future studies: Research the teaching changes of experience teacher; Second, explore another fields in implementation process and strategy of differentiated instruction; Third, explore digital learning be blended into differentiated instruction.