中小学教师差异教学设计观念与行为研究——基于1929份调查问卷的探索性分析

Research of Differentiated Instruction Design Conception and Behavior among Primary and Secordary School Teachers:Based on the Exploratory Analysis of 1929 Questionnaires

尊重学生差异、促进所有学生在原有基础上得到充分发展的"差异教学",是衡量教师专业素养和能力的重要指示器,也是基础教育实现质量提升和促进公平的改革增长点。调研发现,中小学教师普遍认同在教学设计中应该关注学生的差异,但在教学目标确定、教学内容与任务设计、教学方法与策略设计以及学习评价设计等方面则很难照顾到学生差异。将差异教学落到实处的前提,是教师要更新认识,重塑学生差异观;关键在于全面而精准地识别差异;难点在于如何顺应差异,确保所有学生获得最大发展。

Differentiated instruction is an important indicator to measure teachers＇ professional accomplishment and ability , which respect students＇ differences, promote all students fully development on original basis , and it is also a reform growth point of the achievement of quality improvement and fair promotion of the basic education. Resuh is following： primary and secondary school teachers generally agree that differences of students should be concerned with in instructional design. However, it is difficult to take care of all students＇ differences in determination of teaching objectives, teaching contents and task design, teaching methods and strategy design, and learning evaluation and design. The premise of ＂differentiated instruction＂ is that teachers should update their understanding and reshape students＇ view of difference. The key lies in the comprehensive and accurate identification of differences. The difficulty lies in how to adapt differences and ensure all students can get the maximum development.