鑒於偏鄉小校的低成就問題多，但有實施補救教學的困難，故以行動研究 探討跨年級差異化教學在偏鄉國小進行國語補救教學之可行性。在北部一所偏 鄉國小三、四年級 10 位學生進行 12 週補救教學，以閱讀策略融入國語課文進 行跨年級差異化教學設計。經過四階段的行動支持跨年級差異化教學在小校國 語補救教學之可行，第一階段行動--前置工作期，第二階段行動--計畫與現實的 攻防，第三階段行動--穩住步伐實踐計畫，第四階段收割時節。行動所得成果主 要有四： 1. 國語文補救教學之跨年級教學設計五個關鍵因素：評量、閱讀策略、差異 化調整、課程模式的選擇和教室布置。 2. 行動歷程所遇的問題反映出該階段的目標，問題可啟動反思和教學調整。 3. 學生經跨年級差異化教學多有進步，除了標準化測驗、課堂評量外，學習 信心和動機也見進步。 4. 差異化教學之調整差異的重點應隨教學階段而有差異。

This study aims to implement multi-grade instruction (MGI) in the Chinese remedial program through an action research. It was implemented in an afterschool remedial program with 3rd and 4th grade students in a rural elementary school in northern Taiwan. Four stages were characterized from the action of the study to confirm the feasibility of the MGI in the Chinese remedial program: pre-working stage, the first action stage which is characterized to balance between plan and practice, the second action stage which is to stabilize steps of implementing the lesson plan, and the third action stage which is to harvest from the previous efforts. Four conclusions from the action research were made: 1.The key factors to implement MGI in Chinese remedial program are found: assessment, reading strategies, differentiated adaption, swinging among different curriculum models, and facilities to support MGI delivery. 2. The problems emerging during process indicated the goal to achieve at the specific stage. The problems initiated the researcher’s reflection and adaption. 3. Most students in the MGI Chinese remedial program showed progress not only in standardized tests and teacher-made assessment, but also the motivation and confidence. 4. The components of differentiated instruction to adapt should be varied with implementing stages of the action research.

差異化教學、偏鄉教育、國民小學、跨年級教學、閱讀策略

differentiated instruction, rural education, elementary school, multi-grade instruction, reading strategy