本研究旨在探討如何透過差異化教學，提升同一課室內不同華語能力學生的學習成效。差異化教學強調三個面向：差異化的內容、差異化的過程及差異化的評量。在混合班的課室教學中，差異化教學必須依據各個學生的準備度提供不同程度的適性學習。因此，學生需要適當地分組合作學習，以因應不同學習任務的性質。同時，因為教學內容及活動截然不同，評量內容與方式也應該隨之不同。再者，教學設計上採逆向設計(Backward Design)學習目標，以確認學生在此階段應達到的能力指標。本行動研究共有三個循環，依照ADDIE模式進行三個循環的教學設計。教學研究場域為台北市某外僑學校，研究對象為教師本人及年齡介於12-13歲之間的十名七年級外籍學生。在第一個循環中，研究者所採取的是相同的教學內容、相同的教學過程、不同的評量方式，所得到結果與回饋不盡理想。在第二輪的循環時，則是將學生分為兩組，在同一時段內採取教師主導及學生自主合作學習的交叉學習模式。教學內容、過程及評量方式都有所差異，但兩組亦有交集的機會，由高程度的學生輔導協助低程度的學生。於第三輪循環的行動研究時，透過多媒體的輔助，為不同程度的兩組學生提供差異化的學習材料，增加學習者課室外差異化的自主學習機會，以補足課堂學習頻率的不足。通過此次行動研究，研究者期望分享差異化教學的研究成果，為華語教學界提供一個可行的教學模式，幫助不同學習需求的華語學習者提升華語習得之成效。
The purpose of this study was to improve Chinese as a second language students’ learning in a mixed-level class through differentiated instruction. There are three core concepts in differentiated instruction: differentiated content, differentiated process, and differentiated evaluation. The process of learning and the methods of evaluation should be differentiated, based on the differentiated learning materials and activities. By implementing the Backward Design concept in constructing lesson plans, teachers can ensure students in different groups all reach the differentiated learning objectives. In this research, the researcher engaged in a 3-cycle action research according to ADDIE model with a CSL class which has ten Grade 7 foreign students in an international school in Taipei. In the 1st cycle researcher provided the same teaching materials and methodology to all students, but with different evaluation measures. However, the learning results were not as effective as expected, and the feedback was unsatisfactory. In the 2nd cycle, the students were divided into two groups by language proficiency levels. While the teacher was teaching one group of students, the other group was working collaboratively on an assignment. The content, process, and evaluation were all different. The learning results were as effective as expected and the feedback was satisfactory in the 2nd cycle. In the 3rd cycle, those two groups of students were instructed in using digital learning tools after class to mend the infrequency of class contact times. This differentiated supplementary content, along with different learning process reinforced their intrinsic motivation for learning Chinese. We hope that research findings to this action research could provide a feasible model for teachers of 2nd language in general, and Chinese in particular, to implement the differentiated instruction in their classroom.
