國小英語課堂中學生程度差異大是長期存在的問題，在台灣，許多學生於就讀小學前便在私人機構接受英語教育，導致入學後班級中形成極大落差。過去教師常以異質分組方式來縮減學習成就落差。然而，不少研究發現分組的改善效果有限。針對學生準備度設計相對應的教學方式很可能才是改善此現象的根本方法。因此，差異化教學被視為兼容班級程度落差最有效教學方法之一。過去許多研究指出施行差異化教學加重了教師備課負擔，導致教師在教學現場施行差異化教學並不普遍。如何協助教師在較少額外備課負擔下施行差異化教學成為一個重要的議題。
有鑑於此，本研究嘗試提出一套科技輔助之差異化教學方法，一方面考量不同準備程度來設計教學內容；另一方面，以電腦系統協助教師建置差異化教學的施行環境，而學生依據自身準備度以不同方式運用英語單字圖卡系統複習字彙。除此之外，本研究針對準備程度差異較大之低年級生進行教學實驗，期望透過上述方法提升學童英語單字學習的成效與自我效能，進而改善英語學習中班級程度差異大之情形。實驗結果顯示，學生整體英語單字學習成效達顯著提升，而自我效能中對於“我若努力即可完成英語學習任務”及“我有自信能得到同儕的讚美”項目中亦有提升；此外，參與的教師也指出差異化教學對於課程準備及課堂教學皆有正向幫助。

Multilevel classroom is one of the main problems of the English class in public elementary school in Taiwan. This is due to the fact that a number of students have learned English in private institutes before entering elementary schools. Hence, the traditional “teaching to the middle” way may no longer meets students’ needs.
Differentiated instruction (DI) is an approach that aims to design a course to adapt the diversity of students. However, the increased DI teaching preparation burden can cause drawbacks for teachers’ willingness on implementing DI in their classes. Therefore, assisting teachers to conduct DI gains great attention.
In this vein, this research is an aim to design a teaching model of technology-enhanced DI along with the traditional DI strategy on English vocabulary review, which is a picture flashcard CALL system and the traditional DI strategy refers to “tiered activity” and “flexible grouping” in this study. In order to evaluate the effectiveness and efficiency, an experiment was conducted. The results of this study addressed that not only students’ learning performance have significantly improved, it may also affect students’ self-efficacy on English learning. Moreover, the response from the teacher indicated that implementing DI strategy benefits the teaching both before and during the class.

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