本研究針對高中一年級學生設計一個差異化建模課程，欲探討差異化建模課
程是否能夠讓建模能力及學科成就程度不同的學生皆能有符合自身準備度的教材與教學，因而在建模能力及學科成就上皆有顯著的提升 ， 藉此也發展一個可以提供教學現場教師更加適性的科學課程架構 。 由於《十二年國民基本教育課程綱要－自然科學領域》 強調應於每個教育階段貫徹探究與實作 ，又在探究實作中的探究能力也關注建立模型的歷程， 因此可知臺灣科學教育也關注建模教學，除此之外，適性教育也是現今教育更加重視的理念，希望教學能夠更有彈性 、包容性且符合學生的需求，因此本研究欲開發一個能夠有效的在相同的課室中 ， 達到針對不同學生需求的差異化建模教學。本研究包含四個研究問題：1.不同教學對於學生的學科成就之影響 2.不同教學對於學生的模型本質知識之影響 3.不同教學對於學生的建模實踐能力之影響 4.學生的建模學習進程為何？
本研究結果顯示透過差異化建模教學，不同程度 (模型知識與科學概念) 的學
生在模型本質知識皆能有顯著的提升，而差異化建模教學對於低成就的學生也有助於其在科學概念的學習上有顯著的成效；此外，在學生的建模發展的歷程也發現透過建模架構設計的學習任務可以促使學生從頭建構模型，且不同特質的學生在差異化的教學下，最終皆能建立一具有完整系統的模型。

This study developed a differentiated modeling-based instruction in biology class for first-year high school students to investigate the effectiveness of the differentiated modeling-based instruction for students’ modeling competence and learning achievement. We expected that the instruction deigned in this study enable different readiness students to have equally significant improvement in their modeling competence and learning achievement. Since the “Curriculum Guidelines of 12-Year Basic Education - The Domain of Natural Science” emphasizes that inquiry and practice should be implemented at every stage of education, and the inquiry ability in inquiry and practice also includes ‘Modeling’, science education in Taiwan is paying attention to modeling competence. In addition, there is another crucial idea in today’s education is adaptive education referring to that teaching should be more flexible, inclusive, and meet the needs of students. Therefore, this study intends to develop a course integrated differentiated instruction and modeling-based learning that can be in line with the trend of education and provides teachers references.
This study contains three research questions: 1. The impact of different instruction on students’ learning achievement. 2. The impact of different instruction on students’ model knowledge. 3. The impact of different instruction on students’ modeling practice ability. 4. What is the learning progress of students’ modeling?
The results of this study show that through differentiated modeling instruction, students with different characteristics (model and modeling knowledge and learning achievement) can significantly improve their understanding of model and modeling knowledge, and differentiated modeling-based instruction can also help low-achieving students in their learning. There are significant results in the learning of scientific concepts; in addition, in the process of students' modeling competence development, it is also found that learning tasks designed through the modeling framework can prompt
students to construct models from scratch, and students with different characteristics can achieve better results under differentiated instruction Finally, a complete system model can be established.

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