當資源班同組學生的能力、需求，或就讀年級有高度的個別差異時（亦即高異質性小組），教師常以部分直接教學搭配學習單練習的方式，教導不同能力或不同年級的學生。但這樣的安排，可能使部分學生實際參與學習的時間被壓縮。為提升資源班教師的教學效能，本文作者依循問題導向學習的架構與步驟，從聚焦問題、文獻搜尋、討論與調整教學方案，擬定並實際執行教學方案以解決前述教學實務困境。本文記錄如何聚焦於個別化工作系統與增強作為教學方案的歷程，並說明執行教學方案後學生學習行為的變化情形。

When students with heterogeneous abilities, needs, and grades receive instruction in the same group, resource room teachers usually ask students to work on worksheets after the teachers’ direct instruction. This arrangement, however, might minimize the learning time of some students with disabilities. To increase instructional efficacy, the authors applied the framework and steps of Problem-Based Learning, including targeting the problem, searching for literature, discussing and adjusting the intervention strategies, and generating and implementing the interventions. The authors described the rationale of applying the individual work system and individualized reinforcement as the intervention strategies. The changes in the students’ behavior were described in the manuscript.