本研究是從小提琴小團體教學行動研究中，得知個別化教學（individualized instruction）的重要性，從而進行小提琴小團體個別化教學的探究。 本文研究從文獻探討開始，探究小提琴團體教學之源起與發展，依時程發展可分為十九世紀中期開始的「萌芽期」與開始系統性研究的1970年代開始為「茁壯期」，並歸納出四種取向：1.重視小提琴演奏技巧之分析與闡述。2.重視重奏與合奏之運用。3.不同系列教本產生不同而多元化的音樂風格。4.缺乏針對國體情境的教學策略之運用。 筆者因此在實際教學行動中，強調團體情境中嘗試不同教學策略，希望透過教學策略達成個別化的演奏教學目標，經由實際的觀察法、分析法、策略分析及家長訪談等研究方法，最後歸納出小提琴小團體教學的教學原則、小提琴小團體教教應具備之條件，並且期望此一小提琴小團體教學研究將來能透過合作行動研究，由小團體教學擴展為大團體教學；由同項樂器擴展為混合樂器教學，進而擴展樂器教學的普及度，以達成音樂教育中的樂器演奏之教學目標。

　　　　　The importance of individualized instruction was found from the action research of violin small group teaching. The individualized instruction in violin small group teaching should hence be emphasized. The first paper of this paper is collection of information about the beginning of violin group teaching in the end of 19th century. The publication of varied violin, or strings, playing textbooks, and the varied violin pedagogy were all influenced by the violin group teaching. Using the method of observation and interview this students' parents, this study analyzed the instruction principle of violin small group teaching and the basic requirements for being the small group violin teaches. Suggestions for large group violin instruction and use of heterogeneous musical instruments will be provided.