矛盾趨動擴展學習：差異化教學的實踐轉化

Expansive Learning Driven by Contradictions: Practical Transformation of Differentiated Instruction

面對教育改革帶來的擾動，課室中的教師可能消極迴避、負面回應，也可能面對矛盾顯現再創的動能。過去研究教學改變，較關注於特定期間的行為改變，少正視矛盾引發的再造歷程。本研究從文化歷史取向，進入差異化教學課室，探討教師嘗試新方法，面臨的矛盾及實踐轉化的特性。研究指出教師進行差異化教學，除了主體經歷理論的魔咒、見山不是山的困惑及改變的孤立感外，也與學校規則競逐，挑戰社會中支配文化，更觸及校外系統的敏感性，教學上需審慎加以應對。因此，教師在課室中的實踐轉化，不是「改頭換面」的翻轉，而是和既存文化脈絡、社會價值、理論、學校結構和群體逐漸協商擴展的歷程。謙和面對矛盾的擴展學習會是教學活動持續改進的動能。

New educational reform brings disturbances to schools and classrooms. Teachers in classrooms might adopt several strategies to manage disturbances: avoiding， complaining， or engaging in open conflict and attempting new innovations. In the past， research on teaching innovation focused on the change of teachers’ behavior during a given time and ignored their transformative process driven by the contradictions. With cultural-historical perspective， this case study conducted a differentiated instruction classroom for one year. It aims at investigating the contradictions emerged when a teacher implements new teaching methods and the features of practical transformation. This study found several types of contradictions in differentiated instruction classroom， such as inner contradictions of a teacher， contradictions among classroom rules， social value， and external institutes. The contradictions challenged the teachers’ habitus and made her reflect upon routine activities being proceeded. This study argues that practical transformation is progressive expansion from the conventional. Taking contradictions as motive power for expansive learning would be the critical base of practical transformation of teaching.