本行動研究源於研究者在國中數學課堂長期面對學習雙峰現象所產生的教學困境：在齊一化課程進度的壓力下，低成就學生反覆陷入挫敗而形成習得無助感，高成就學生則因缺乏適切挑戰而喪失學習熱情。研究者嘗試藉助科技工具，探索在45分鐘課堂內實現即時診斷與差異化介入的可能性。 本研究採行動研究法，以研究者任教之國中七年級一班為研究對象，自114年10月至115年5月進行三個教學循環，透過教師省思札記、課堂觀察、學生訪談及問卷前後測進行多元資料蒐集，依循「計畫—行動—觀察—反思」螺旋歷程持續修正。 三個循環的核心演進如下：第一循環確認手寫批改無法在課中即時分組，診斷與介入之間存在結構性延遲；第二循環縮小診斷範圍，補救成效開始顯現；第三循環導入數位選擇題即時批改與紙本書寫同步模式，確立「合—分—合（—分—合）」雙路徑架構：路徑A針對高先備依賴單元加入預防性先備診斷，路徑B則直接進入即時診斷分流，兩者均完整實現「診斷→立即分組→差異化任務→後測驗證」於一節課內的完整運作。課中前後測顯示常需補救的學生個案在多數單元有明顯即時增益，部分學生展現從習得無助轉向學習主體性的具體轉變。 研究結果顯示，「數位即時診斷＋紙本書寫同步」的混合模式能有效支持課中動態分組，路徑A/B判定機制則提供教師在備課階段進行差異化設計的操作依據。本研究所建立之可操作流程，可供有意在常態班級推動課中差異化教學的數學教師參考，並依教學情境進行彈性調整。;This action research originated from the instructional challenges the researcher faced over years of teaching junior high school mathematics， particularly the persistent problem of bimodal achievement distribution. Under the pressure of a uniform curriculum pace， low-achieving students repeatedly experienced failure and developed learned helplessness， while high-achieving students lost motivation due to insufficient challenge. The researcher sought to leverage technology to explore the feasibility of implementing real-time formative diagnosis and differentiated intervention within a single class period(45 minutes). This study employed an action research methodology with a seventh-grade class taught by the researcher as the research setting. Three instructional cycles were conducted from October 2025 to May 2026. Multiple data sources were collected， including teacher reflective journals，classroom observations， student interviews， and pre/post questionnaires， following a spiral process of plan-act-observe-reflect for continuous revision. The three cycles evolved as follows: Cycle 1 revealed that handwritten quiz marking could not support real-time grouping， creating a structural delay between diagnosis and intervention. Cycle 2 narrowed the diagnostic scope and remedial effects began to emerge. Cycle 3 introduced a hybrid model combining digital multiple-choice instant scoring with simultaneous written work， establishing a dual-pathway framework termed "whole-group instruction — differentiated tasks — whole-group consolidation (— differentiated tasks — whole-group consolidation)." Path A adds a preventive prior-knowledge diagnosis for units highly dependent on prerequisite knowledge， while Path B proceeds directly to real-time diagnostic grouping. Both pathways achieved the complete cycle of "diagnosis → immediate grouping → differentiated tasks → post-assessment verification" within a single class period. Formative assessment data showed noticeable immediate learning gains for the students with recurring remedial needs across most units， and several students demonstrated a concrete shift from learned helplessness toward learner agency. The findings indicate that the hybrid model of digital real-time diagnosis combined with written task synchronization effectively supports in-class dynamic grouping， while the Path A/B determination mechanism provides teachers with an operational framework for differentiated lesson planning. The replicable instructional procedure developed in this study may serve as a reference for mathematics teachers seeking to implement in-class differentiated instruction in mixed-ability classrooms， with flexibility for adaptation to varying teaching contexts.
