本研究旨在設計並實施適用於國中七年級數學課程的同儕師徒制教學模式，藉由營造友善且支持性的學習環境，促進學生的學習投入與數學表現提升。本研究採用行動研究法，探討該教學模式對不同學習能力學生的影響以及教師自我反思與專業成長的過程。
研究參與者為桃園市某國中七年級29名學生，教學行動歷程歷時三個月。本研究以質性資料為主、量化資料為輔，蒐集包括教室觀察、文件分析、訪談及研究者的省思札記等資料，並進行深入的分析與詮釋。研究結果如下：
壹、同儕師徒制對學生的學習投入與表現產生正向影響。
貳、高成就組學生透過教導深化知識理解，展現自主學習能力與反思性；中成就組在角色適應與人際互動表現積極，但需額外支持以促進其角色轉換；低成就組在支持性的學習環境中展現出學習潛力，但學習表現仍存在波動。
參、此模式在初期有效縮小學習差距，但在後期的穩定性與延續性上仍有改進空間。
肆、研究過程顯著促進了教師在教學策略設計及學生學習觀察方面的專業成長，並發展出針對教學準備、師徒分組及互動支持的具體建議。
最後，本研究根據研究結果與討論，並結合相關文獻，對國中教師與未來相關研究者提出建議，作為國中實施同儕師徒制之參考。

This study aims to design and implement a peer mentoring instructional model tailored for the 7th-grade mathematics curriculum in junior high schools. By fostering a friendly and supportive learning environment, the model seeks to enhance students' learning engagement and improve their mathematical performance. Employing an action research methodology, this study integrates qualitative and quantitative analyses to examine the impact of the instructional model on students with varying learning abilities, as well as the process of teacher self-reflection and professional growth.
The participants of this study were 29 seventh-grade students from a junior high school in Taoyuan City. The instructional intervention spanned three months. The research primarily utilized qualitative data, supplemented by quantitative data, with data collection methods including classroom observations, document analysis, interviews, and the researcher’s reflective journals. These data were subjected to in-depth analysis and interpretation. The findings of the study are summarized as follows:
1.The peer-mentoring system has an impact on students' learning engagement and performance.
2.Students in the high-achievement group deepen their understanding of knowledge through teaching, demonstrating autonomous learning abilities and reflective thinking. The middle-achievement group actively engages in role adaptation and interpersonal interactions, yet requires additional support to facilitate their role transitions. Meanwhile, students in the low-achievement group exhibit learning potential within a supportive learning environment, though their academic performance remains inconsistent.
3.This model effectively reduced learning disparities in the early stages; however, its stability and sustainability in later phases require further improvement.
4. The research process significantly contributed to the professional growth of teachers, particularly in designing instructional strategies and observing student learning. Specific recommendations were developed regarding instructional preparation, mentor-mentee pairing, and interaction support.
Finally, based on the findings of this study, combined with relevant literature, recommendations are provided for junior high school teachers and future researchers. These recommendations serve as a reference for implementing the peer mentoring model in junior high schools.

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