什麼是差異化教學？同儕教學的實證研究發現為何？
2023/2/22：Eric Chang
什麼是差異化教學，為什麼它很重要？差異化教學是將課程調整以滿足每個學生的個別興趣、需求和優勢的過程。以這種方式教學可以讓學生在學習方式上有選擇和彈性，並幫助教師個性化學習。讓我舉個例子，Catherine H. Crouch和Eric Mazur 的研究：《同儕教學：十年的經驗與成果》。
學生對概念測試的回應進一步揭示了他們的學習情況。我們分析了整個學期所有概念測試的學生回答，發現在討論後，只要概念測試的初始正確答案百分比介於35%至70%之間，給出正確答案的學生人數顯著增加(我們發現，當初始正確答案的百分比約為50%時，進步最大)。此外，在討論期間修正答案的絕大多數學生會從錯誤答案改為正確答案。圖4顯示了學生如何在討論中改變他們的答案，以及他們如何在1997年秋季學期使用的所有概念測試中更改答案。答案被分為討論前後都正確（「兩次正確」），討論前錯誤，討論後正確（「錯誤到正確」），討論前正確，討論後錯誤（「正確到錯誤」）或者是討論前後都錯誤（「兩次錯誤」）。近一半的正確答案是在討論之後得出的，學生在討論中從正確答案改為錯誤答案的情況只有6%。我們還檢查了個別學生在討論前給出正確答案的比率，發現沒有一個學生在概念測試中在討論之前超過80%的時間給出正確答案，這表明即使是最優秀的學生也會受到概念測試的挑戰並從中學習。
適當的概念測試對於成功非常重要。它們應該被設計為給學生一個探索重要概念的機會，而不是測試聰明才智或記憶，並揭示材料中的常見困難。因此，錯誤的答案選擇應該是合理的，並且在可能的情況下，應該基於典型的學生誤解。編寫問題的一種好方法是查看學生之前幾年的考試或家庭作業解決方案，以確定常見的誤解，或通過研究學生困難的文獻進行。概念測試應該具有挑戰性，但不應過於困難。如前所述（第 III C 節和參考文獻4），在討論之前，35％-70％的學生應該能夠回答正確。如果最初正確的學生少於35％，則概念測試可能存在歧義，或者理解相關概念的學生太少，無法進行富有成果的討論（至少需要教師進一步指導）。如果超過70％的學生能夠單獨回答問題，那麼討論的益處很小。
What Is Differentiated Instruction and Why Is It Important? Differentiated instruction is the process of tailoring lessons to meet each student's individual interests, needs, and strengths. Teaching this way gives students choice and flexibility in how they learn, and helps teachers personalize learning. Let me give you an example of Catherine H. Crouch and Eric Mazur's research: Peer Instruction: Ten Years of Experience and Results.
Students’ responses to the ConcepTests themselves provide further insight into student learning. We analyzed student responses to all of the ConcepTests over an entire semester, and find that after discussion, the number of students who give the correct answer to a ConcepTest increases substantially, as long as the initial percentage of correct answers to a ConcepTest is between 35% and 70%. (We find that the improvement is largest when the initial percentage of correct answers is around 50%). In addition, the vast majority of students who revise their answers during discussion change from an incorrect answer to the correct answer. Figure 4 shows how students change their answers upon discussion for all of the ConcepTests used during the Fall 1997 semester. The answers are categorized as correct both before and after discussion (correct twice), incorrect before and correct after discussion (incorrect to correct), correct before and incorrect after discussion (correct to incorrect) , or incorrect both before and after discussion (incorrect twice). Nearly half of the correct answers given were arrived at after discussion, and students changed from correct to incorrect answers during discussion only 6% of the time. We also examined the rate at which individual students give the correct answer prior to discussion, and find that no student gave the correct answer to the ConcepTests prior to discussion more than 80% of the time, indicating that even the strongest students are challenged by the ConcepTests and learn from them.
Appropriate ConcepTests are essential for success. They should be designed to give students a chance to explore important concepts, rather than testing cleverness or memory, and to expose common difficulties with the material. For this reason, incorrect answer choices should be plausible, and, when possible, based on typical student misunderstandings. A good way to write questions is by looking at students’ exam or homework solutions from previous years to identify common misunderstandings, or by examining the literature on student difficulties. ConcepTests should be challenging but not excessively difficult; as mentioned previously (Sec. III C and Ref. 4) 35%–70% of the students should answer correctly prior to discussion. If fewer than 35% of the students are initially correct, the ConcepTest may be ambiguous, or too few students may understand the relevant concepts to have a fruitful discussion (at least without some further guidance from the instructor). If more than 70% of the students can answer the question correctly alone, there is little benefit from discussion.
Reference:
Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69, 970-977.
什麼是差異化教學，為什麼它很重要？差異化教學是將課程調整以滿足每個學生的個別興趣、需求和優勢的過程。以這種方式教學可以讓學生在學習方式上有選擇和彈性，並幫助教師個性化學習。讓我舉個例子，Catherine H. Crouch和Eric Mazur 的研究：《同儕教學：十年的經驗與成果》。
學生對概念測試的回應進一步揭示了他們的學習情況。我們分析了整個學期所有概念測試的學生回答，發現在討論後，只要概念測試的初始正確答案百分比介於35%至70%之間，給出正確答案的學生人數顯著增加(我們發現，當初始正確答案的百分比約為50%時，進步最大)。此外，在討論期間修正答案的絕大多數學生會從錯誤答案改為正確答案。圖4顯示了學生如何在討論中改變他們的答案，以及他們如何在1997年秋季學期使用的所有概念測試中更改答案。答案被分為討論前後都正確（「兩次正確」），討論前錯誤，討論後正確（「錯誤到正確」），討論前正確，討論後錯誤（「正確到錯誤」）或者是討論前後都錯誤（「兩次錯誤」）。近一半的正確答案是在討論之後得出的，學生在討論中從正確答案改為錯誤答案的情況只有6%。我們還檢查了個別學生在討論前給出正確答案的比率，發現沒有一個學生在概念測試中在討論之前超過80%的時間給出正確答案，這表明即使是最優秀的學生也會受到概念測試的挑戰並從中學習。
適當的概念測試對於成功非常重要。它們應該被設計為給學生一個探索重要概念的機會，而不是測試聰明才智或記憶，並揭示材料中的常見困難。因此，錯誤的答案選擇應該是合理的，並且在可能的情況下，應該基於典型的學生誤解。編寫問題的一種好方法是查看學生之前幾年的考試或家庭作業解決方案，以確定常見的誤解，或通過研究學生困難的文獻進行。概念測試應該具有挑戰性，但不應過於困難。如前所述（第 III C 節和參考文獻4），在討論之前，35％-70％的學生應該能夠回答正確。如果最初正確的學生少於35％，則概念測試可能存在歧義，或者理解相關概念的學生太少，無法進行富有成果的討論（至少需要教師進一步指導）。如果超過70％的學生能夠單獨回答問題，那麼討論的益處很小。
What Is Differentiated Instruction and Why Is It Important? Differentiated instruction is the process of tailoring lessons to meet each student's individual interests, needs, and strengths. Teaching this way gives students choice and flexibility in how they learn, and helps teachers personalize learning. Let me give you an example of Catherine H. Crouch and Eric Mazur's research: Peer Instruction: Ten Years of Experience and Results.
Students’ responses to the ConcepTests themselves provide further insight into student learning. We analyzed student responses to all of the ConcepTests over an entire semester, and find that after discussion, the number of students who give the correct answer to a ConcepTest increases substantially, as long as the initial percentage of correct answers to a ConcepTest is between 35% and 70%. (We find that the improvement is largest when the initial percentage of correct answers is around 50%). In addition, the vast majority of students who revise their answers during discussion change from an incorrect answer to the correct answer. Figure 4 shows how students change their answers upon discussion for all of the ConcepTests used during the Fall 1997 semester. The answers are categorized as correct both before and after discussion (correct twice), incorrect before and correct after discussion (incorrect to correct), correct before and incorrect after discussion (correct to incorrect) , or incorrect both before and after discussion (incorrect twice). Nearly half of the correct answers given were arrived at after discussion, and students changed from correct to incorrect answers during discussion only 6% of the time. We also examined the rate at which individual students give the correct answer prior to discussion, and find that no student gave the correct answer to the ConcepTests prior to discussion more than 80% of the time, indicating that even the strongest students are challenged by the ConcepTests and learn from them.
Appropriate ConcepTests are essential for success. They should be designed to give students a chance to explore important concepts, rather than testing cleverness or memory, and to expose common difficulties with the material. For this reason, incorrect answer choices should be plausible, and, when possible, based on typical student misunderstandings. A good way to write questions is by looking at students’ exam or homework solutions from previous years to identify common misunderstandings, or by examining the literature on student difficulties. ConcepTests should be challenging but not excessively difficult; as mentioned previously (Sec. III C and Ref. 4) 35%–70% of the students should answer correctly prior to discussion. If fewer than 35% of the students are initially correct, the ConcepTest may be ambiguous, or too few students may understand the relevant concepts to have a fruitful discussion (at least without some further guidance from the instructor). If more than 70% of the students can answer the question correctly alone, there is little benefit from discussion.
Reference:
Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69, 970-977.
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什麼是差異化教學？同儕教學的實證研究發現為何？
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