行之有年的能力分班，因許多負面效應的產生，民國93年立法院通過「國民 教育法」明訂「國民小學及國民中學各年級應實施常態編班」。在此推動常態編班 的大環境下，教師或學校當局面對英語程度懸殊學生如何因應，以及學生與家長這 兩大同樣受到教育改革極大衝擊的族群，如何面對所處的學習環境等議題都與政策 的施行成效息息相關，不容忽視。本研究的目的乃是要了解校方、教師、學生及家 長如何因應學生英語能力懸殊問題及如何看待能力分班或常態分班一議題。本研究 以問卷為收集資料的研究工具，教務主任的問卷回收有306份；教師部分瑚有274 份；學生的有效問卷共回收了2，147份；家長則有1,857份。結果顯示雖然學生認同 能力分班對學習成效有正面的幫助，但其對於英語教學應採行能力分班/組上課之 贊成比例僅有52.1%，是四組中最低。

Ability grouping has been prohibited in Taiwan due to its adverse effects on learners1 self-concepts, self-esteem and academic achievement. The perspectives of school principals, teachers, students and parents on the ability grouping, however, have never been explored and taken into consideration during the process of decision-making. This study surveyed the opinions of school principals, English teachers, students and parents on ability grouping. The data include surveys of 306 school principals, 274 English teachers，2147 students and 1857 parents. It was found that the majority of the participant favored ability grouping.