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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.

本個案研究探討差異化課程融入臺灣語言師資培育課程英語教學法課程內，分析四十六位大學生教案設計和在小學的課程實踐。研究參與者建構差異化課程經歷四個階段，從對差異化課程完全沒有概念到能夠在小學英語課程內實施層級學習單。研究結論認為：差異化課程知識的重要性以及授課者在小學學生進行差異化教學的演 示，應該融入語言師資培育課程中。 This case study discusses the integration of differentiated instruction into a TESOL Methods course in a language teacher education program in northwest Taiwan. Forty-six undergraduate students’ lesson plan designs and teaching practices in elementary schools were analyzed. Participants constructed knowledge and skills about differentiated instruction through four stages, from having no idea about differentiated instruction to being able to implement tiered worksheets in elementary school English classes. Results indicate that the importance and knowledge base of differentiated instruction as well as the instructor’s real demonstration of differentiated instruction among elementary school students should be included in language teacher education programs.

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Objective To analyze the difference of teaching modes of course of digital signal processing for the undergraduates and postgraduates. Methods The teaching modes were compared from the aspects of educational objective, teaching content, teaching method, examination mode and etc. Results Differentiated teaching modes contributed to the satisfactory education of the undergraduates and postgraduates. Conclusion The differentiated teaching modes for the undergraduates and postgraduates provide references for the high - level education in universities and colleges of science and technology. [ABSTRACT FROM AUTHOR]

外科住院医师规范化培训（住培） 是培养合格外科临床医师的必经之路， 是培养高素质医学人才极为重要且不可 缺少的阶段。普通外科学是一门涉及面广、整体性强、实践性强的临床医学， 在外科住培中占有举足轻重的地位。学习是不断积 累进步的过程， 因此在普通外科住培的教学过程中也应当体现分层递进的教学理念。该又将探讨如何实施差异化分层递进教学 的具体措施， 包括基础理论学习、实践技术培训、科教能力培养、医德医风养成等方面。 [ABSTRACT FROM AUTHOR]

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Many studies support the idea that the gap in income achievement between high- and low-income families can have direct and indirect influences on children's academic achievement and social opportunities. Considering disadvantaged students' career development pathways, as a result of low economic resources, poor living environment, and poor physical and mental health conditions, disadvantaged students tend to show low selfesteem, autonomy, and control, and experience more helplessness, hesitation, and anxiety about career choices and career adaptation. In addition, for disadvantaged students, economy is often the primary factor of consideration for career choice rather than their "interest." These reasons make it difficult for these students to practice career tasks, or avail necessary social support when encountering career difficulties. Two deficiencies are concluded in disadvantaged students' career dilemma: lack of knowledge about career planning, and not knowing how to plan their own career. From the perspective of social justice, every student, especially those with disadvantaged career development, should have equal opportunities to use career services suitable for them, so as to strengthen their ability to reduce the negative impact of social inequality and develop their own life stories. The aim of this study is to develop and evaluate a peer support career service program for underprivileged youth with career difficulties. This is an action research study that uses both qualitative and quantitative approaches. The career service program has 14 units, including meet and greet, growth review, self-exploration, reading and learning strategies, strengths integration, data search and application, major department and career exploration, goal setting, decision-making, resume production, time management, action plan, and blessings. The design of this study combines the teaching nature of career education with the counseling nature of career guidance. In terms of career education, pre-service teachers play the role of experts who guide and explain the concept and method of career planning, and design teaching plans based on the needs of disadvantaged students to enhance their career planning knowledge. In the guidance aspect, emphasis is placed on personal career obstacles. Pre-service teachers act as catalysts and guides who accompany disadvantaged students in self-exploration and development of career planning skills. This study adopted an amoeba-style design, emphasizing adjusting the proportion and method of career education and career guidance according to the needs and reactions of each student. Working with two non-profit organizations, 25 participants were included in-person in a one-on-one service. The average time for which each participant used the service was 10.76 hours (1 hour per session). The data were analyzed through repeated measures analysis. The results showed significant differences in goal selection, self-evaluation, problem solving, planning, data collection, career self-efficacy, career concern, career curiosity, and career adaptability domains. However, there was no significant difference in career control and career confidence, although there was an improvement. In addition, the results of the follow-up interviews showed that participants held a positive attitude (90.64 on a 0–100 scale) toward the program and considered that the program helped them understand themselves, their department and work, and to find their future direction. In addition, participants also stated that peer support was similar to friend-to-friend support, making it easier for them to build relationships with each other. Research recommendations include promoting and extending the peer support career service mode to more disadvantaged youths, continuing to develop differentiated career service strategies and skills, forming a career service community in cooperation with universities and institutions, exploring the influence of pre-service teachers in helping disadvantaged students in their career planning, and observing the impact on disadvantaged students' future education and employment. In addition, it is also recommended to compare the effectiveness of using peer support career services with that of taking career courses in senior high schools. [ABSTRACT FROM AUTHOR]

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本研究針對 101～104 學年第一屆至第四屆科學班畢業且進入大學就讀之學生進行追蹤調查，以瞭解其在高中的各項表現與對高中課程的看法，同時進行與數理資優班、普通班自然組學生之比較，藉此探討不同教育安置型態下學生的學習經驗，提供教育主管機關與學校課 程設計和特殊類型班級安置之參考。共回收九校科學班畢業學生 454 份問卷，另包含數理資優班 346 份與普通班自然組 727 份問卷，經由描述性統計與變異數分析結果發現，科學班學生對高中課程的滿意度高，亦認為科學班的學習對其問題解決與自學等能力的提升有幫助， 此部分與數理資優班、普通班自然組學生整體差異不大。然而，科學班學生提出相關的改進意見，除了課程較無法做到差異化教學，滿足每位學生的需要，另需加強對人文素養與情意輔導的重視，並應加強相關的配套措施，因先修課程同時得面臨高三的升學壓力，升學管道的暢通成為一大關鍵，科學班的甄選也應以真正對基礎科學有興趣的學生為主，以達成科學班設立的目標與宗旨。 This is a follow-up survey to understand the performance of students who graduated from senior high school science classes and have entered a university as well as to obtain their views on the curriculum and learning experience. The study also compared gifted students in the math/science curricular classes and students in regular classes to provide a reference to education officials regarding curriculum design and the identification and placement of gifted students. In this study, a total of 454 questionnaires were collected from science class students, with 346 questionnaires from the gifted class students in math/science and 727 questionnaires from the regular class students. According to the results of descriptive statistics and analysis of variance, science class students were highly satisfied with their high school curriculum and their learning and felt that the curriculum had increased their problem-solving and self-learning abilities. No significant differences were found in most items between gifted class students and regular class students. However, many science class students provided some suggestions for improving the transition to higher education and selecting more suitable students to enter these classes.

「適性教學」在職前師資培育課程中是相當重要的科目，目的在於培育師資生能以學生的需求為出發點，達到適性揚才的目的，培養其在教學現場能因應學生個別差異以進行差異化教學。本研究主要探討設計思考融入職前師資培育課程的價值，從師生觀點分析設計思考 對學生學習狀況與學習成效的影響；另外，再從教學者的觀點反思融入課程對教師專業成長及學生學習成效之影響。研究對象為一名教學者及 30 名師資培育學生。研究工具使用「學生自我效能評估表」、「學生學習興趣量表」、「學生核心能力評分表」等量化工具；另外，亦蒐集教學者的「教學研究日誌」、「學生作業及札記」等質性資料進行分析。在資料處理與分析部分，採用相依樣本 t 檢定來檢驗學生教學前、後之自我效能和學習興趣的表現，並透過教師教學研究日誌、學生作業及札記，以及學生核心能力評分表等資料，探討以設計思考融入職前師資培育課程中對教師教學及學生學習的影響，最後提供未來類似課程之教學建議。 The current study assessed the impact of integrating design thinking into the process of teaching the adaptive instruction course central to a teacher education program. Action research was also incorporated to enhance teaching quality and learning performance. The first purpose of this study was to explore students’ self-efficacy, learning interest, problem-solving ability, team cooperation, and learning performance in the teacher education courses incorporating design thinking. The second purpose of this study was to use “the arrangement of the teaching program,” “the construction of the learning atmosphere,” “the planning of class management,” and “multiple evaluations” as four indexes to explore the teaching effectiveness of the course. Participants in this study were one teacher and 30 preservice teachers taking courses in teacher education. As instruments, we used a self-evaluated checklist of self-efficacy for students and a learning interest scale for students. Moreover, the teaching and reflection journals and student reports in class were included in our investigation. The data analysis methods included paired-samples t test for quantitative analysis and qualitative analysis of interviews, observations, and audio-visual recordings. In addition, suggestions for further study are proposed.

目的 探讨差异化培养结合多种教学法对不同基础的脑血管病亚专科医师的培训效果。 方法 选取2015年1月-2017年12月在复旦大学附属华山医院培养的96名脑血管病亚专科医师，根据 不同的脑血管病亚专科临床工作时间、学历、职称、医院等级以及导师初评分为初级、中级和高级3组， 针对性地采用差异化教学培养模式。采用学员自评和导师评价综合评估教学效果，评价等级分为好、 较好、一般、较差和差5个等级。 结果 初级、中级和高级组的“好”评率分别为81.8%、71.4%和72.7%，平均75.3%±4.3%，无“一 般”“较差”和“差”评。差异化培养结合多种教学方法具有“因才施教”、阶梯性、系统性和全面性 的特点。 结论 在现实存在的参差不齐水准的脑血管病亚专科医师中，差异化培养结合多种教学方法的教 学模式可达到较好的亚专科医师培训效果。 Abstract: Objective To investigate the training effect of differential training combined with multiple teaching methods for sub-specialists of cerebrovascular disease with different basis and background. Methods A total of 96 sub-specialists from Huashan Hospital of Fudan University between January 2015 to December 2017 were selected as subjects. According to everyone’s background (clinical work years, education background, professional title, hospital level and mentor), all the subjects were divided into 3 groups: primary, middle and high level groups. The differential training was carried out based on different goal, form and content, which was combined with multiple teaching methods. Training effect was evaluated by composite score of self, mutual and teacher’s assessment, and the evaluation results included 5 grades: good, better, general, poor and bad. Results The evaluation results showed that the rate of good grade for 3 groups were 81.8%, 71.4% and 72.7%, respectively, with the average rate was 75.3±4.3%, and without general, poor and bad. This kind of training method had the characteristics of "teaching students in accordance with aptitude", step by step, systematicness and comprehensiveness. Conclusions The differential training combined with multiple teaching methods could significantly improve the training effect for sub-specialists of cerebrovascular disease with different basis and background.

本研究探討國中教育會考實施英語科聽力測驗如何改變國中英語教學，並透過訪談近年來大幅減少英語聽力「待加強」能力等級學生人數比例之學校教師，歸納其提升學生英語聽力學習效益的教學方式。首先，透過問卷調查國中英語教師的教學是否根據國中教育會考英 語科聽力測驗試題的命題方式進行調整，並比較國中英語教師在國中基本學力測驗時期與國中教育會考時期的教學方式，調查結果顯示：一、兩時期的課程教材仍以課內教材為主，但國中教育會考時期教師的教學素材更趨向多元，課外教材的使用比例增加，教材電子書的使 用比例大幅提升；二、兩時期教學時間仍以單字、文法、閱讀最多，但國中教育會考時期閱讀、聽力、口說的授課時間均增加；三、國中教育會考時期定期評量中含聽力的比例比國中基本學力測驗時期高約近 10%。由此可知，國中教育會考英語科聽力測驗實施確實對國中英語教學產生回沖效應。接著篩選 2015～2017 年國中教育會考英語科聽力測驗「待加強」能力等級學生比例下降最多的學校，透過訪談這些學校的英語科教師，歸納其共同教學策略，如分組合作學習、英語聽力理解策略教學、差異化教學、精熟學習、注重發音與口說等，並予以介述，以提供其他國中英語科教師參考。 This study investigates the effects of the incorporation of English listening test in the comprehensive assessment program for junior high school students (CAP henceforth) on the teaching in junior high school classrooms. Attention is also given to the teaching strategies or methods that the interviewed teachers believe to help improve students’ listening comprehension. Through questionnaires, this study explores the differences of high school English teachers’ overall approaches to teaching, and further compares their teaching strategies and assessment approaches in the period of the basic competence test for junior high school students with those in the period of the CAP. The main findings are as follows: First, teachers employed textbooks as the main source for instruction for both periods, with more additional extracurricular and electronic materials in the period of CAP. Secondly, for both periods, teachers spent most time in the instruction of vocabulary, grammar, and reading; however, the overall time allocation for the teaching of reading, listening, and speaking is increased with the incorporation of the listening comprehension test. Thirdly, listening comprehension assessment was included as part of the regular midterms and finals more than 10% in the period of CAP. The findings of our study indicated there was positive washback effect with the incorporation of English listening test. The above findings are further complemented with the interviews with the high school English teachers of the 14 selected schools whose students’ scores for the CAP English listening test have significantly improved from 2015 to 2017. By presenting several common teaching strategies that are shared by the interviewed teachers of the sampled schools, this study offers some suggestions for effective approaches to teaching English listening.

This study investigated how a literacy buddy approach may influence the English learning and creative writing of adolescent learners in a rural Taiwanese school. A group of seventh‐grade and eighth‐grade students took part in a winter camp, wherein they read and wrote picture books collaboratively. Based on the students' feedback, this approach stimulated their English reading skills, motivation to read picture books, and creative thinking. Analysis of their creative stories further shows that this approach led them to produce coherent texts and obtain a concept of narrative writing. Moreover, the students integrated the plot structure and key phrases they had learned from the picture books into their own stories, which suggests that reading the picture books might have facilitated their creative writing. Overall, this study shows that using picture books facilitated the integration of reading and writing instruction in the target rural English classroom. [ABSTRACT FROM AUTHOR]