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探討實施差異化教學於英語科國中生學習態度及學習成就之研究 = The study of implementing differentiated instruction on junior high school students' English learning attitude and English learning achievement

林怡綸國立臺南大學教育學系課程與教學教學碩士班民108[2019]

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題名:
探討實施差異化教學於英語科國中生學習態度及學習成就之研究 = The study of implementing differentiated instruction on junior high school students' English learning attitude and English learning achievement
著者: 林怡綸
國立臺南大學教育學系課程與教學教學碩士班
主題: 差異化教學法英語學習態度英語學習成就國中生; Differentiated Instruction English learning attitude English learning achievement junior high school students
描述: 本研究目的在於探討實施差異化教學對於國中八年級學生的學習態度與學習成就之影響。本研究採用準實驗研究之不等組前後測實驗設計，研究對象為苗栗縣某國中八年級兩班學生，共計33名，為實驗組和控制組。進行為期八週共三十二堂課之教學實驗。所使用之研究工具包括：「英語學習態度量表」、「英語學習成就測驗」及「差異化教學意見調查表」。本研究將所得的資料以單因子共變數分析，而實驗組差異化教學後意見調查表則以百分百分析與解釋。茲將本研究資料分析結果歸納如下：一、實施差異化教學後，實驗組的英語學習態度顯著優於控制組。二、實施差異化教學後，實驗組的英語學習成就顯著優於控制組。三、實施差異化教學後，實驗組學生對於差異化教學多持正面的態度。四、實施差異化教學中能有助於教師專業成長。最後，研究者根據研究結果提出對於差異化教學的建議、以作為相關教學者運用和未來研究之參考。
The purpose of this is to explore the influences of implementing differentiated Instruction on English learning attitudes and English learning achievement for 8th graders. A quasi-experiment design, nonequivalent pretest-posttest control group was used for the study. Two classes of the 8th graders from a junior high school in Miaoli County, amounts to 33 objects of this study, were assigned to the experimental group and the control group. The experimental instruction which totals 32 classes in all lasted for eight weeks. The data were collected through English Learning Attitude Questionnaire, English Learning Achievement Examination. and Differentiated Instruction Questionnaire. The results of the study were analyzed with one-way ANCOVA and descriptive statistic. The findings of the study are summarized as the following: 1. After Differentiated Instruction, there was a significant difference on English learning attitude between the experimental group and the control group. 2. After Differentiated Instruction, there was a significant difference on English learning achievement between the experimental group and the control group. 3.Students showed positive attitudes toward Differentiated Instruction. 4. By implementing Differentiated Instruction, the instructor advanced different abilities for teaching. Based on the conclusion above, the researcher proposed some recommendations to Differentiated Instruction and related persons and further research.
出版者: 碩士論文--國立臺南大學教育學系課程與教學教學碩士班. 108學年度
建立日期: 民108[2019]
格式: viii, 149頁 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

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探討實施差異化教學於英語科國中生學習態度及學習成就之研究 = The study of implementing differentiated instruction on junior high school students' English learning attitude and English learning achievement

林怡綸 國立臺南大學 教育學系課程與教學教學碩士班 民108[2019]

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