適性教學是要設計一個可以適應個別差異的環境，每位學生皆能受到適合其的教學，而發揮其最大的潛能。本文針對適性教學實施的演變情況，分成一九五０年代以前、一九五０至一九八０年代、一九八０年代以後等三個時期加以評析。基著探討適性教學之相關議題與展望，包括了：瞭解學生多元的差異、有高層次認知的課程內容與彈性的學習進度、彈性的學生編組方式、真實性的教學評量、多元化的教學方法、新科技與社為媒體的運用、學校領導與專業的合作等，藉由以上之探討將使適性教學之理想更容易達成。

Adaptive instruction want to design the environment of accommodative individualized difference. Each student can development his potential by tailored teaching. This paper describes the development of implementing adaptive instruction. There were three stages as follows, before the 1950s, the 1950s to the 1980s and after the 1980s. Then this paper discusses the issues and prospects of adaptive instruction as follows: understanding the students’ individualized differences, the high cognitive level curriculum and the flexible instruction, the flexible student groups, the authentic instruction assessment, the multiple instruction, new technology and digital media, and school leadership and professional collaboration. The idea of adaptive instruction will succeed by means of those ways.