本研究旨在探究國民小學實施適性學習之影響因素、面臨挑戰與因應策略，採用半結構式訪談法，受訪者採立意取樣，包括校長、兼行政職教師、教師等16位。研究結果如下：（一）偏鄉小校小班有利於適性學習的推動，主題統整和差異化教學是適性學習重要的教學策略，惟多元化評量和使用資訊平臺尚未達普遍性；（二）影響國民小學實施適性學習推動的重要因素，包括教師知能、課程設計、家長觀念、學生人數與素質等；（三）國民小學推動適性學習可能面臨的挑戰，包括學校內部教師的專業能力、意願與動機不強、額外行政事務或活動、課程教學進度壓力等，以及外部的家長觀念認同支持、適切可行的模式或策略、考試評量規定與政策等；（四）國民小學實施適性學習的因應策略，包括課程與教學的彈性、教師專業增能、學習氛圍營造、資訊平臺應用、研發不同模式等。

This study explores the possible factors and coping strategies that facilitated the adaptive learning in elementary schools in Taiwan. The researchers used purposive sampling to recruit and conduct semi-structured interviews with 16 administrators, principals, and teachers in schools where adaptive learning are implemented. Several findings revealed are: (1) a number of small classes in rural areas experience more success with adaptive learning than other class types in other schools; (2) thematic integration and differentiated instruction are important teaching strategies for adaptive learning; (3) few teachers in the sample use multiple assessments and digital learning platforms in their practices, although it is important for them to do so; (4) important factors affecting the practice implementation include teachers’ knowledge, curriculum design, parental support, and the class size; (5) other factors related are the teacher knowledge, curriculum design, parent opinion, class size, and student proficiency and manner; (6) teachers’ willingness, motivation, qualification, or capacity to implement the practices are sometimes insufficient or limited; and (7) the practicing feasibility, grading policies, as well as the parent support, also hinder the practice in some schools. To address these challenges, it is found that some schools allow some flexibilities for school curriculum and teachers’ teaching, by offering teachers with professional developments, and improving their learning environment, digital learning platform, research and development of different models.

國民小學、適性學習、個性化學習

elementary schools, adaptive learning, personalized learning