本研究旨在探究提升國中生國文閱讀理解能力之差異化教學的實踐歷程與實施成效。首先透過相關文獻分析差異化教學與國文閱讀理解能力的定義與原則
，接著採用設計本位研究法，設計差異化教學方案，並依學生的學習狀況與研究者的自我反思，適時調整教學方案，以達成研究目的。根據研究發現，歸納出以下結論：

一、提升國中生國文閱讀理解能力之差異化教學實施歷程包含了四個階段：
（一）學生起點行為的評估：利用標準化測驗、教師的觀察與學生段考成績表現
，將學生起點能力歸納為高、中、低三類，再輔以誤讀分析法探究不同能力學生的國文閱讀理解歷程，做為學生起點行為的評估。評估的結果顯示不同程度的學生有不同的學習需求，因此學習目標的設定、學習內容的組織與學習活動的安排，都應考量學生的情況。
（二）教學行動的預備：在教學前分析出學生在文言文及白話文中的學習難點，
做為安排教學內容時的參考，並進行文本分析，將文章內容設計為包括三個層次的文意學習單，讓學生透過與文本的互動，能夠練習不同層次的閱讀理解能力。
（三）教學方案的實踐：教師依據差異化教學的理論與提升學生閱讀理解能力的
國文教學設計，規劃差異化教學方案，提供學生多元的學習機會，再使用
動態評量學習成效。差異化教學的策略與方法可依課程內容、教學過程與
學習成品，分別回應不同能力學生的學習需求。
（四）學習成效的檢覈：成效的檢覈分為三個面向，包括教學目標的達成情形、
學生閱讀理解能力的進步情況與學生的學習滿意度。每次教學的形成性評
量與總結性評量，目的都在檢視教學目標與學習結果之間的契合程度，此
外，也根據標準化測驗後測及段考來測知學生的閱讀理解能力是否有所提
升，而學期末的回饋單，則用來檢視學生的學習滿意度。

二、差異化教學實施後，學生在閱讀能力標準化測驗後測中的得分都有增加，段
考成績也持續進步，學習回饋單也顯示出學生具有正向的學習經驗，由此可
知差異化教學的實施有顯著的效益。

三、影響提升學生國文閱讀理解能力之差異化教學的因素，包括：
（一）教師的教學預備度：包括教師對學生的理解、對教學內容的詮釋、對學科
知識與學科教學知識的掌握，以及對評量目的的熟知。
（二）學生對主體能動性的覺知：差異化教學要能夠實踐，學生與教師之間必須
有很多的溝通，學生能意識到自己做為學習的主體，願意表達需求，能夠
信任教師，並接納自己的現況且嘗試多元的學習方法。
（三）班級友善氛圍的營造：除了學生本身能意識到自己的獨特性，同儕也要有
開放的心胸接納每個人不同的學習需求，友善的氛圍能帶來平等與尊重，
並激發學生的學習意願。

最後，本研究依據結論提出相關建議，供教師、國文教學研究者及後續差異
化教學研究進行參考。

This study intended to explore the implementation process and the effects of differentiated instruction for the enhancement of Chinese reading comprehension abilities of junior high students. Based on literature review, the definition and principles of differentiated instruction and Chinese reading comprehension abilities were first analyzed. Then, the teacher-researcher used the design-based approach to develop as well as to investigate the differentiated instructional program for the enhancement of students’ Chinese reading comprehension. In order to achieve research goals, instructional plans were modified throughout the teaching process according to students’ learning progressions and teacher-researcher’s self-reflections. The research findings and conclusions of this study were summarized as follows:

1.There were four stages in the implementation of differentiated instruction, including:
(1)Evaluating students’ entry levels: The teacher-researcher utilized standardized
test results, observations and term examination scores to group students into three levels: higher, middle and lower, and used miscues analysis to understand the process of Chinese reading comprehension of different students. The outcomes of evaluation showed that students had different learning needs, therefore, teacher should set learning goals, organize contents and activities accordingly.
(2)Preparing for teaching plans: The teacher-researcher collected evidences of students’ learning difficulties before teaching and used them as references when organizing learning contents. Then the teacher-researcher analyzed texts and designed worksheets to assist students interacting with texts and exercising their Chinese reading comprehension capacities.
(3)Enacting instructional plans: Based on theories of differentiated instruction and Chinese instructional designs, the teacher-researcher developed differentiated instructional strategies, provided multiple learning opportunities and utilized dynamic assessments to help students enhancing their Chinese reading comprehension. Strategies of differentiated instruction could be responsive to students’ different learning needs through differentiations in content, process and/or product.
(4)Examining learning effects: There were three aspects of learning effects to be examined, including: results of learning-goal achieved, the advancement of students’ Chinese reading comprehension and students’ satisfaction with learning. The teacher-researcher collected data through formative and summative assessments, post-test results of standardized tests and term examination scores, and students’ feedback.

2.After the implementation of differentiated instruction, students’ post-test scores of
standardized tests were higher, scores of term examination also improved and most of them had positive learning experiences. The positive effects of differentiated instruction were very significant.

3.The supportive factors, such as teachers’ teaching preparation, students’ self-awareness of learning agency, and friendly classroom climate, all played an important role in the implementation of differentiated instruction.

Finally, suggestions were provided to educational practitioners and researchers of Chinese reading comprehension instruction, as well as for future research on differentiated instruction.

參考文獻

壹、中文部分
呂翠華（2011）。彈性分組：從學習障礙學生需求的觀點探討區分性教學在普通
班的實施策略。特殊教育季刊，119，7-14。
杜淑貞（1998）。小學生文學原理與技巧。高雄市：復文。
吳訓生（2002）。國小高、低閱讀理解能力學生閱讀理解策略之比較研究。特
殊教育學報，16，65-104。
吳樎椒（2014）。差異化教學在幼兒教育的思與行。課程與教學，17（2），119-140。
宋曜廷、潘佩妤（2010）。混合研究在教育研究的應用。教育科學研究期刊，
55（4），97-130。
李畊緯、廖晨惠（2010）。談詞素覺識與中文閱讀之相關。特殊教育輔助科技，
6，28-31。
林佩璇（2013）。回應文化差異的特色課程發展。教育人力與專業發展，30
（6），17-28。
林寶貴、錡寶香（2000）。中文閱讀理解測驗之編製。特殊教育研究學刊，19，
79-104。
胡志偉、顏乃欣（1992）。閱讀中文的心理歷程：80年代研究的回顧與展望。載
於曾志朗（編），中國語文心理學研究第一年度結案報告（頁77-124）。
嘉義縣：國立中正大學認知研究中心。
姜智、華國棟（2010）。「差異教學」實質爭議。取自
http://www.fjxkc.cn/dili/ShowArticle.asp?ArticleID=36615
柯華葳（1992）。臺灣地區閱讀研究文獻回顧。載於曾志朗（編），中國語文
心理學研究第一年度結案報告（頁31-76）。嘉義縣：國立中正大學認知
研究中心。
柯華葳（2010）。閱讀成分與閱讀發展。載於柯華葳（主編），中文閱讀障礙（頁
25-42）。臺北市：心理
柯華葳、詹益綾（2007a）。國民小學（二至六年級）閱讀理解篩選測驗使
用手冊。臺北市：國立臺灣師範大學特殊教育中心。
柯華葳、詹益綾（2007b）。國民中學閱讀推理測驗使用手冊。臺北市：國立
臺灣師範大學特殊教育中心。
徐宗國（譯）（1997）。A. Strauss & J. Corbin著。質性研究概論（Basics of qualitative
research : grounded theory procedures and techniques）。臺北市：巨流。
高振耀（2010）。從資優教育的角度探討區分性教學。資優教育季刊，114，16-21。
洪月女（譯）（1998）。K. Goodman著。讀閱讀。臺北市：心理。
洪月女（2009）。以古德曼的閱讀理論探討中英文閱讀之異同。新竹教育大學
人文社會學報，3（1），87-114。
洪儷瑜、王瓊珠、張郁雯、陳秀芬、陳慶順（2007）。識字量評估測驗使用手
冊。臺北市：國立臺灣師範大學特殊教育中心。
孫劍秋、林孟君（2013）。從臺灣中學生PISA閱讀素養的表現談精進學生閱讀
素養的教學策略。中等教育，64（3），35-51。
翁穎哲、譚克平（2008）。設計研究法簡介及其在教育研究的應用範例。科學
教育月刊，307，15-30。
張貴琳、黃秀霜、鄒慧英（2010）。從國際比較觀點探討臺灣學生PISA2006閱
讀素養表現特徵。課程與教學季刊，13（1），21-46。
陳若男、陳昭儀、潘裕豐（2008）。臺北市國民小學資優教育區分性教學之探究。
資優教育研究，8（2），1-22。
陳海泓（2011）。說明文體的閱讀理解教學。教師天地，172，28-36。
莊惠如、王菀詩、吳怡慧（2014）。同異質分組並行差異化教學。中等教育，
65（3），117-131。
許瑛玿、莊福泰、林祖強（2012）。解析設計研究法的架構與實施：以科學教育
研究為例。教育科學研究期刊，57（1），1-27。
教育部（2003）。九年一貫課程問題與解答。取自
teach.eje.edu.tw/data/files/edu_resource/06/eduQ&A.doc
教育部（2012）。十二年國民基本教育：打造孩子的未來競爭力。取自
http://140.111.34.179/about_011.php
教育部（2013）。102年教師專業發展行動年計畫。取自
http://www.coop.ntue.edu.tw/file/20130225140410.doc
郭靜姿（2011）。普通班中的區分性課程設計。取自
http://140.122.78.130/userfiles/file/20110224/1.pdf
黃忻怡、廖晨惠（2010）。斷詞能力在中文閱讀認知歷程之探究。國小特殊教育，
50，64-72。
黃郁倫（譯）（2014）。佐藤學著。學習革命的願景。臺北市：天下文化。
黃靜雯、蔡碩穎（2011）。國小資優班區分性課程設計—以選單法為例。國小
特殊教育，52，68-81。
游自達、林素卿（2014）。整合學習共同體於差異化教學的改革。師資培育與
教師專業發展，7（1），23-46。
傅學海、王貞琇（2013）。談差異化教學實例：竿影看週日運動與季節關係。教
育研究月刊，233，79-94。
解志強等（譯）（2006）。G. Gay著。文化回應教學法：理論、研究與實施
（Culturally Responsive Teaching: Theory, Research, and Practice）。臺北市：
文景。
萬雲英（1991）。兒童學習漢字的心理特點與教學。載於楊中芳、高尚仁（編），
中國人、中國心---發展與教學篇（頁403-448）。臺北市：遠流。
甄曉蘭（2001）。中小學課程改革與教學革新。臺北市：元照。
甄曉蘭（2003）。課程行動研究實例與方法解析：國小戲劇創作課程之教學
轉化。臺北市：師大書苑。
甄曉蘭（2004）。課程理論與實務：解構與重建。臺北市：高教。
趙克勤（1987）。古漢語詞彙概要。浙江省：浙江教育出版社。
鄭志鵬（2012）。具有區分性教學特性的科學探究課程設計—以熱學為例。中
等教育，63（1），108-119。
鄭玲宜（1985）。學前兒童對國語基本句型結構之理解。國立臺灣大學心理
學研究所碩士論文，未出版，臺北市。
鄭圓鈴（2012）。閱讀教學HOW上手。臺北市：萬卷樓。
鄭圓鈴（2013a）。有效閱讀：閱讀理解，如何學？怎麼教？臺北市：親子天
下。
鄭圓鈴（2013b）。國中國語文有效閱讀教學的課堂實踐----建構式學習單的製作
與使用。中等教育，64（3），92-108。
賴翠媛（2009）。區分性課程。取自
http://www.tiec.tp.edu.tw/lt/gallery/71/71-16394.pdf
盧貞穎（2014）。國小英語科差異化教學理念與活動設計。國教新知，61（2），
75-94。

貳、西文部分
Abell, M. M., Bauder, D. K., & Simmons, T. J. (2005). Access to the general
curriculum: A planning guide for educators. Intervention in School and Clinic,
11 (1), 82-86.
Anderson, K. M. (2007). Tips for teaching: Differentiation instruction to include
all students . Retrieved from ERIC Database. (EJ767744)
Armbruster, B. B. (1986). Schema theory and the design of content-area
textbooks. Educational Psychologist, 21(4), 253-267.
Barone, T., Berliner, D. C., Blanchard, J., Casanova, U., & McGowan, T. (1996). A
future for teacher education: Developing a strong sense of professionalism. In
J. Sikula (Ed.), Handbook of teacher education (2nd ed.) (pp. 1108-1145).
New York, NY: McMillian.
Bearne, E. (1996). Introduction. In E. Bearne (Ed.), Differentiation and diversity in
the primary school (pp. 1-6). London, UK: Routledge.
Bradley, B. A., & Reinking, D. (2011a). Enhancing Research and Practice in Early
Childhood Through Formative and Design Experiments. Early Child
Development and Care, 81(3), 305-319. DOI: 10.1080/03004430903357894
Bradley, B. A., & Reinking, D. (2011b). A formative experiment to enhance
language interactions in a preschool classroom. Journal of Early Childhood
Literacy, 11(3), 362-401.
Brown, A. (1992). Design experiment: Theoretical and methodological challenges
in creating complex interventions. Journal of the Learning Sciences, 2(2), 141-
178.
Census Bereau. (2013). International migration is projected to become primary
driver of U.S. population growth for first time in nearly two centuries.
Retrieved from
http://www.census.gov/newsroom/releases/archives/population/cb13-
89.html
Center for Immigrant Studies, CIS (2012). Immigrants in the United States, 2010:
A profile of America’s foreign-born population. Retrieved from
http://www.cis.org/2012-profile-of-americas-foreignborn-population
Cobb, P. (2001). Supporting the improvement of learning and teaching in social
and instructional context. In S. Carver & D. Klahr (Eds.), Cognition and
instruction: 25 years of progress (pp. 455-478). Mahwah, NJ: Lawrence
Erlbaum Associates.
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design
experiments in educational research. Educational Researcher, 32(1), 9-13.
Cohen, E. G. (1986). Designing groupwork: Strategies for heterogeneous
classrooms. New York, NY: Teachers College Press.
Cohen, E. G. (1990). Teaching in multicultural heterogeneous classrooms:
Findings from a model program. Journal of Education, 26(1), 7-23.
Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and
methodological issues. Journal of the Learning Sciences, 13(1), 15-42.
Doyle, D. (2007). Transdiciplinary enquiry: Researching with rather than on. In A.
Campbell & S. Groundwater-Smith (Eds.), An ethical approach to practitioner
research (pp.75-87). New York, NY: Routledge.
Dunn, R., Griggs, S. A., Olson, J., Gorman, B., & Beasley, M. (1995). A
meta-analytic validation of the Dunn and Dunn learning styles model. Journal
of educational research, 8(6), 353-361.
Fuchs, D., & Fuchs, L. S. (1994). Inclusive schools movement and the
radicalization of special education reform. Exceptional Children, 60, 294-309.
Gay, G. (2000). Culturally responsive teaching: Theory, research and practice.
New York, NY: Teacher College Press.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher
Education, 53(2), 106-116.
Gardner, H. (1983). Frames of mind. New York, NY: Basic Books.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York, NY:
Basis Books.
George, P. S. (2005). A rationale for differentiating instruction in the regular
classroom. Theory into Practice, 44 (3), 185-193.
Goodman, K. (1969). Analysis of oral reading miscues: Applied psycholinguistics.
In F. Gollasch (Ed.), Language and literacy: The selected writings of Kenneth
Goodman Vol. I (pp. 123-134). Boston, MA: Routledge & Kegan Paul.
Goodman, Y., Watson, D., & Burke, C. (2009). Reading miscue inventory:
Alternative procedures (2nd ed.). Katonah, NY: Richard C. Owens.
Gregory, G. H. (2011). Preface. In G. H. Gregory (Ed.), Differentiated instruction
(pp. vii-viii). Thousand Oaks, CA: Corwin Press.
Gregory, G. H., & Chapman, C. (2007). Differentiated instructional strategies:
One size doesn’t fit all (2nd ed.). Thousand Oaks, CA: Corwin Press.
Haager, D., & Klingner, J. K. (2005). Differentiating instruction in inclusive
classroom: The special educators’ guide. Boston, MA: Allyn & Bacon.
Heacox, D. (2002). Differentiating instruction in the regular classroom.
Minneapolis, MI: Free Spirit Publishing.
Hemmings, A. (1994). Culturally responsive teaching: When and how school
teachers cross cultural boundaries to reach students. Retrieved from
http://files.eric.ed.gov/fulltext/ED376242.pdf
Kanevswky, L. (2011). Differential differentiation: What types of differentiation
do students want? Gifted child quarterly, 55(4), 279-299.
Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.
Lange, K. (2009). Lessons learned in an inclusive classroom: A case study of
differentiated instruction. Unpublished doctoral dissertation, Colorado, CO:
Colorado State University.
Lotan, R. A. (1989, March). Complex instruction: Theory and classroom
implementation. Paper presented at the Annual Meeting of the American
Education Research Association. CA, USA.
Lotan, R. (2006). Teaching teachers to build equitable classrooms. Theory into
Practice, 45 (1), 32-39.
Moore, K. D. (2012). Effective instructional strategies: From theory to practice.
Calif, CA: SAGE.
Nunley, K. (2001). Layered Curriculum: The practical solution for teachers with
more than one student in their classroom. Amherst, MA: Brains org.
Pewewardy, C. D. (2003). Culturally responsive teaching for American Indian
learners. Retrieved from http://files.eric.ed.gov/fulltext/ED482325.pdf
Reinking, D., & Bradley, B. A. (2008). On formative and design experiments:
Approaches to language and literacy research. New York, NY: Teachers
College Press.
Reinking, D., & Watkins, J. (1998). Balancing change and understanding in
literacy research through formative experiments. In T. Shanahan & F.
Rodriquez-Brown (Eds.), Forty-seventh Yearbook of the National Reading
Conference (pp.461-471). Chicago, IL: National Reading Conference.
Santamaria, L. (2009). Culturally responsive differentiated instruction: Narrowing
gaps between best pedagogical practices benefiting all learners. Teachers
College Record, 111(1), 214-247.
Simpkins, P. M., Mastropieri, M. A., & Scruggs, T. E. (2009). Differentiated
curriculum enhancements in inclusive fifth-grade science classes. Remedial
and Special Education , 30 (5), 300-308.
Sternberg, R. J., & Grigorenko, E. C. (1997). Are cognitive styles still in style?
American Psychologists, 52(7), 700-712.
Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: combining qualitative
and quantitative approaches. Thousand Oaks, CA: Sage.
The Design-Based Research Collective, DBRC (2003). Design-based research: An
emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-
8.
The Education Alliance at Brown University (2006). Culturally responsive
teaching. Retrieved from http://www.brown.edu/academics/education-
alliance/teaching-diverse-learners/strategies-0/culturally-responsive-
teaching-0
Tobin, R. (2007). Differentiating in the language arts: Flexible options to support
all students. Canadian Children, 32 (2), 111-118.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs
of all learners. Alexandria, VA: ASCD.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability
classrooms (2nd ed.). Alexandria, VA: ASCD.
Tomlinson, A. C., Brighton, C., Hertberg, H ., Callahan, M. C., Moon, R. T.,
Brimijoin, K. et al. (2001). Differentiated instruction in response to student
readiness, interest, and learning profile in academically diverse classrooms: A
review of literature. Journal for the Education of the Gifted, 27(2/3), 119-145.
Tomlinson, C. A., & Demirsky-Allan, S. (2000). Leadership for differentiating
schools and classrooms. Alexandria, VA: ASCD.
Tomlinson, C. A., & Eidson, C. C. (2003a). Differentiation in practice grades K-5:
A resource guide for differentiating curriculum. Alexandria, VA: ASCD.
Tomlinson, C. A., & Eidson, C. C. (2003b). Differentiation in practice grades 5-9:
A resource guide for differentiating curriculum. Alexandria, VA: ASCD.
Tomlinson, A. C. & Kalbfleisch, L. (1998). Teach me, teach my brain: A call for
differentiated classrooms. Educational Leadership, 56(3), 74-77.
Valiande, A. S. & Koutselini, M. I. (2009, June). Application and evaluation of
differentiation instruction in mixed ability classrooms. Paper presented at the
4th Hellenic Observatory PhD Symposium 2009, Cyprus, Greek.
Valiande, A. S., Kyriakides, L., & Koutselini, M. I. (2011, January). Investigating
the impact of differentiated instruction in mixed ability classrooms: It ’s
impact on the quality and equity dimensions of education effectiveness. Paper
presented at the International Congress for School Effectiveness and
Improvement 2011, Cyprus, Greek.
Varus, M. (2008). Culturally responsive teaching. In T. L. Good (Ed.), 21st
Century Education: A reference handbook Vol. 2, (pp. 49-57). Thousand
Oaks, CA: Sage.
Walpole, S. & McKenna, M. (2009). How to plan differentiated reading
instruction: Resources for grades K-3. NY: The Guilford Press.
Wang, S. (2011). The Taxonomy of Chinese reading miscues. In K. Goodman, S.
Wang, M. Iventosch & Y. Goodman (Eds.), Reading in Asian Languages:
Making sense of written texts in Chinese, Japanese, and Korean. (pp. 159-
189). New York, NY: Routledge