近20年來，美國的差異化教學因融合教育的提倡、全球化移民人口的激增，以及對教育機會均等理想的追求，而受到關注與討論，其中以維吉尼亞大學教育學院Tomlinson教授所提出的概念與模式最被廣泛應用。Tomlinson教授認為，差異化教學應根據學生的預備度、興趣及學習風格，針對課程的內容、過程及成品進行適切且多元的安排。本文為提供適當的經驗指引，除了理論概念的闡述之外，筆者更至維吉尼亞州一所公立高中觀察語文科教師所實施的差異化教學，綜合分析出實施差異化教學的環境脈絡及教學作為，並提出三點建議，做為臺灣實施差異化教學時的參考。

Due to a variety of factors, such as inclusion of special education students in regular classrooms, an increasing number of English language learners, and the pursuit for social justice for all students, differentiated instruction has been a heated topic among American educators and scholars over the past twenty years. Among several models of differentiation, one of the best known and researched is that of Professor Carol Tomlinson of the Curry School of Education at the University of Virginia. In Dr. Tomlinson’s opinion, in order to provide students suitable and multiple curricular arrangements, teachers should differentiate their instruction based on content, process, and product according to students’ readiness, interest and learning profile. In this paper, the authors explain the theoretical basis of differentiated instruction, and provide some experiential guidelines as well. Based on observation data on the language class at a Virginia public high school, the authors analyze the context and methods of differentiated instruction. At the end of the paper, the authors offer three recommendations concerning the implementation of differentiated instruction in Taiwan.