適性教學的理念源遠流長，東西方的教育思想家早在其教育活動中，便已落實此項教育信念。然而，隨著歷史的發展演變，有關教學的內涵亦不斷地更新的與擴增，使其理念更富教育性，更具人性化。整體而言，適性教學的目的主要是想打破僵化的傳統班級教學模式，且希望透過教師的敏銳觀察，洞悉學生的學習旨趣和能力條件，掌握其學習特性，進而設計符合學生能力、興趣、需求的課程，使其在功能上，能夠發揮適應個別差異的效果。是以，適性教學的實施策略乃是基於學生的個別差異，強調教學操弄應該要符合學生的需要、興趣、與能力。而且在實施的過程中，了機視知的汲取外，亦應加強學生「學習如格學習」、「自我調整學習」等方法的習得。尤其適性教學的實施若能依據學生的學習技能與學習動機加以區隔，採取調適的策略，當可避免無謂的資源浪費，從而提高學生的學習效率。另一方面，適性教學的實施亦應援用相配的策略，配合學習者所屬的文化脈絡，適度調整或修正其教學操弄，使既存於認知歷程中的學習障礙，消弭於無形，以維持高昂的學習動機。因之，適性教學的功能之發揮，必須輔以完整的理念架構、組織機制、配套的行動作法及清楚的策略定位，才能事半功倍，帶好每位學生。

Adaptive teaching has a long history and taken in education by philosophers in east and west. With the evolution of helotry, the essence of adaptive teaching is continually changed and added leading it to be more educative and humane. On the whole, adaptive teaching aims to renovate traditional teaching models hoping to get acquainted with effectively cope with individual difference. Adaptive teaching emphasizes that any instruction should consider students’ learning styles, interests, and needs. In the course of teaching, teachers must increase the practice to master the methods su9ch as learning how to learn, “self-regulated learning”. Furthermore, if adaptive teaching can be divided by learning skills and motivation taking appropriate measures, it will avoid overuse resources and promote the efficiency of learning. On the other hand, the implementation of adaptive teaching should adopt proper strategies matching to the context of learners. By doing so, teachers can help students deal with obstacles in the course of learning in order to boost students’ motivation. Thus, adaptive teaching may function well under the ideal concept, structured organism, coordinated action, and clear strategies so that students can be brought up.