“双减”背景下小学教师开展差异化教学的自我评价与实施阻力——基于N市部分小学英语教师调查访谈研究

Self-evaluation and implementation resistance of differentiated instruction by elementary school teachers in the context of"double reduction"--A Study Based on Survey Interviews of English Teachers in Selected Elementary Schools in N City

“双减”呼吁差异化教学,一线教师开展差异化教学的能力影响了“双减”政策的落地。本研究通过问卷调查,结合个人访谈探究了小学英语教师实施差异化教学的自我评估和面临的阻力。研究发现:参研教师认为自身开展差异化教学的能力平均处于中等水平,评估学生成就和满足特殊学生需求方面的能力偏弱。实施差异化教学的阻力主要来自于学生人数、课程内容、工作时长、评价观念、学校管理。最后,提出走出对分层作业的理解误区,尝试开发全学科作业,形成规范明确的评分标准,重视教师培训向实践迁移等优化路径。

The"double reduction"calls for differentiated instruction,and the ability of teachers to implement differentiated instruction affects the implementation of the"double reduction"policy.This study explored primary English teachers'self-evaluation of their ability to implement differentiated instruction and the resistance they faced through questionnaires and personal interviews.The study found that the participating teachers perceived their ability to implement differentiated instruction to be at a moderate level on average,and their ability to assess student achievement and meet the needs of students with special needs was weak.Resistance to implementing differentiated instruction came mainly from student numbers,course content,work hours,assessment perceptions,and school administration.Finally,optimization paths such as getting out of the misunderstanding of tiered assignments,attempting to develop whole-subject assignments,forming standardized and clear grading criteria,and emphasizing the migration of teacher training to practice are proposed.