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Copyright of Commerce & Management Quarterly is the property of Chinese Association of Business & Management Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Practice & Research is the property of National Taipei University of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

本研究探討「差異化教學法」對國中八年級學生數學學習成效的影響，採用準實驗研究法，並採取不等組前－後測設計。研究對象為某國中八年級兩班共 50 位學生，以其中一班為實驗組，進行「差異化教學法」，另一班為對照組，進行「講述教學法」。教學內 容為「等差數列」與「等差級數」兩個單元，實驗教學結束後，研究者蒐集相關資料進行量化的分析比較，以探討兩組學生數學學習成效的改變，並透過教學回饋單及晤談資料來了解學生對於「差異化教學法」的態度及接受程度。研究發現，實施差異化教學可 以顯著提高學生數學學習成效，以中分群學生之學習成效差距最大。 The study discusses the impact of “differentiated instruction” on the learning of math for 8th graders in junior high school. The quasi-experimental research method was adopted, using the pretest-posttest design with unequal groups. The subjects were 50 students from two 8th grade classes in one junior high school. One class was assigned as the experimental group to receive “differentiated instruction”, while the other one was the control group to receive “didactic instruction”. The instruction contents were two units of the curriculum: “arithmetic sequence” and “arithmetic series”. After the entire experimental teaching was over, the researcher collected relevant data to proceed with quantitative analysis and comparison, as well as to investigate the changes of math learning outcomes for the two groups of students. Students' attitudes and degree of acceptance toward “differentiated instruction” were examined through data collected from students' feedback sheets and interviews. Findings from this study indicate that the implementation of differentiated instruction can significantly promote student's learning outcomes in math; the effect is particularly noteworthy for the average-grade student group.

因應學習者的個別差異進行教學調整，使每個學習者的潛能獲得最大的開展乃是適性教育的核心理念，也是教育工作者長時間關心的議題。｢差異化教學｣與｢學習共同體｣可說是因應個別差異以提升學習品質的二個教學模式。二者之理念與做法有其相近之處，亦各有其獨特性。探討｢差異化教學｣與｢學習共同體｣的理念與做法，發展面對多元特質差異學習者的可能做法，將有助於實踐適性教學，落實教育機會均等的理想。本文乃從差異內涵與理念的分析出發，探討｢差異｣的內涵和因應做法的歷史變遷，再比較學習共同體與差異化教學的理念與做法，最後探討以學習共同體學習辯證的做法為架構，整合於差異化教學的可能途徑。 Actively responding to student’s individual differences to enlarge their chance of success is one of the major concerns of educational practitioners. With the philosophy and practical strategies of school reform toward learning community, Manabu Sato promotes an idea of active, collaborative and reflective learning at classroom for education excellence. Differentiated instruction, which is an instruction strategy to enhance individual student’s learning by adjusting the content, process, or product of teaching and learning has received increased attention over the past two decades. These two approaches of instruction provide different perspectives to meet individual learning needs and maximize the chance of success. For the purpose of promoting instructional changes for meeting students’ characteristics and learning needs, this article aims at integrating the practice of learning community into differentiated instruction. The rationale and instruction practices of learning community and differentiated instruction were first analyzed. The ideas of school as learning community and learning as a practice in dialogue were also discussed. It is suggested that three aspects of dialogic communication in the learning practice can be used as a framework for the integration of learning community and differentiated instruction.

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Practice & Research is the property of National Taipei University of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)