本研究運用行動研究法，探討彈性分組在國中八年級家政課程中的應用歷 程，並分析其對學生學習成效的影響以及教師專業成長的經驗反思。研究對象為 梅花高中八年級導班 26 位學生，課程主題為「食品新世界」，共實施八堂課。
本研究透過彈性分組方式進行家政課的規劃與實施，資料蒐集包含:學習任 務單與小組成果、同儕互評與自我評量、札記心得、課程觀察與錄影、半結構式 訪談、諍友觀察紀錄表、教師省思札記與課堂回饋問卷等多元資料進行研究分析， 獲致以下結論:
壹、 彈性分組以需求導向的差異化教學目標設計為基礎，兼顧學生學習背景 與偏好，結合多元素材，滿足不同學習風格需求，並透過融入多學科與 分層挑戰的謎題設計，促進學生思考與自主學習能力的發展。
貳、 彈性分組策略充分符應學生多元需求與合作精神，並透過即時調整課堂 時間與清晰的指導語，確保活動的有序與高效執行。
參、 課程透過生活化與挑戰性的設計提升學生專注與參與度，結合彈性分組 創造多元合作情境，增強學生的合作技巧與同儕互動，並有效提升對食 品加工與添加物的認知。
肆、 彈性分組透過課前準備與挑戰提升課堂管理效率，動態調節促進靈活教 學，同時精進分工合作與團隊合作的能力，展現教師在教學省思與專業 成長的實踐成果。
本研究根據以上結論，提出相關建議，期望能為國中家政課程的教學策略設計與實務應用提供參考，並促進彈性分組模式的進一步發展與推廣。

This study employed action research to explore the implementation process of flexible grouping in the eighth-grade home economics curriculum and to analyze its impact on student learning outcomes as well as teacher reflection and professional growth. The participants were 26 eighth-grade students from Plum Blossom Middle School. The curriculum theme, "A New World of Food," was carried out over eight lessons.
The study utilized flexible grouping to plan and implement the home economics lessons. Data collection included diverse sources such as learning task sheets and group outputs, peer evaluations and self-assessments, reflective journals, classroom observations and recordings, semi-structured interviews, critical friend observation records, teacher reflection notes, and classroom feedback questionnaires. The analysis of the collected data led to the following conclusions:
I. Flexible grouping, based on a needs-oriented approach to differentiated instructional goals, took into account students' learning backgrounds and preferences. By integrating diverse materials and incorporating interdisciplinary and leveled challenges into puzzle designs, it fulfilled the needs of different learning styles and fostered students' critical thinking and autonomous learning abilities.
II. The flexible grouping strategy effectively addressed the diverse needs of students while promoting collaborative spirit. Clear instructions and real-time adjustments of classroom activities ensured an orderly and efficient execution.
III. The curriculum, through its practical and challenging design, enhanced students' focus and engagement. Flexible grouping created diverse collaborative contexts, strengthened cooperative skills, and improved peer interactions, while effectively enhancing students’ understanding of food processing and additives.
IV. Flexible grouping improved classroom management efficiency through pre-lesson preparation and challenges, facilitated adaptive teaching through dynamic adjustments, and refined division of labor and team collaboration
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skills, demonstrating the practical outcomes of teacher reflection and professional growth.Based on the findings, this study offers relevant recommendations as a reference for designing instructional strategies and practical applications in middle school home economics classes, aiming to promote the further development and adoption of the flexible grouping model.

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