2019-08-012024-05-13https://scholars.lib.ntu.edu.tw/handle/123456789/650846台灣近年積極進行各項教育改革，從九年一貫與高中英文課綱的修訂，到入學制度的變革，皆植基於適性原則。十二年國教更以「適性揚才」為願景，期盼透過適性、多元、彈性的課程，成就每一位孩子。高等教育亦朝向此適性教學的方向，其中一個適性教學的方案即為依據學生能力，進行分班授課。為提升大學英語教育的成效，近年許多大專院校紛紛實施大一英文能力分級教學，也開始重視此議題。然而，英文能力分班一直是頗具爭議的議題。文獻顯示師生對於英文能力分班教學的看法多有分歧，對於教學成效也存有疑慮。尤其在頂尖研究型大學高度競爭的學習環境中，其實施成效尚未獲證實。再者，「英語能力雙峰」現象為國內英語教育長期面臨的困境，學生來源多元，也意味教育文化背景與資源各異。若教師未能考量學生的個別差異與特質，實施差異化教學，並在課程中引導學生進行自主學習，恐怕教學效果有限。有鑒於此，本研究擬以一所頂尖研究型大學為例，從輔導班學生的角度，來探討大一英文能力分級制度與英文輔導班教學的成效。並藉由重新調整輔導班的課程設計與教學活動，融入差異化教學的概念，設計主題式課程與自主學習活動，以因應學生的個別差異與需求，並逐漸培養學生的自主學習能力。 In recent years, Taiwan has actively carried out a series of educational reforms, from the revision of the Grade 1-9 Curriculum Guidelines and Senior High School Curriculum for English to the reform of the admission system, generally based on the principle of adaptive learning. Along the same lines, the vision of the 12-Year Basic Education Curricular is to “nurture individual potential” and “empower each child” through the implementation of adaptive, diverse, and flexible courses. Tertiary education also leans towards adaptive instruction. One of the methods used in adaptive instruction is to place students into classrooms based on their ability. In order to improve the effectiveness of English education, many colleges and universities recently have implemented ability grouping in Freshman English classes and begun to pay attention to this issue. However, English ability grouping has been a controversial issue. The literature shows that teachers and students have divergent opinions on the practice of English ability grouping, and its effectiveness has been questioned, particularly in the highly competitive learning environment of top research-oriented universities. Furthermore, the phenomenon of "bimodal distribution in English proficiency" has long remained an unsolved problem in our English education. Multiple entrance programs also encourage students with diverse educational and cultural backgrounds to go to college. If the teacher fails to take into account the individual differences and personal traits of the students, implement differentiated teaching, and guide students to do autonomous learning, the teaching and learning effectiveness would be quite limited. In view of these concerns, the current research project attempts explore the effectiveness of ability grouping in a developmental English class at a top research-oriented university from the perspective of students. Also, this project aims to incorporate the concept of differentiated teaching into a theme-based English course and design a series of autonomous learning activities so as to cater for the individual differences and needs of students and gradually enhance students' autonomy.英文能力分班、差異化教學、主題式英語課程、自主學習、個別差異English ability grouping, differentiated instruction, theme-based English course, learner autonomy, individual difference