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差异化教学以其适应学生个性化、多样化发展的需要而正在成为国内外学校课堂教学改革的基本取向。对此，国外进行了长期的研究，并形成了四种主要模型：面向个体学习者学习差异的差异化教学模型、利用评估规划教学的差异化教学模型、构建学习共同体与关注教师本质理解的差异化教学模型以及强调教师心态和教师教学角色的差异化教学模型。通过差异化教学的实证研究，国外研究者们发现差异化教学在实践中能有效处理学生差异，促进学生发展，改善学校地位和文化氛围，提高教师专业发展。对此，我国应当进行差异化教学的本土化探索，加强应用研究，并且在实践中努力推广。
Abstract：Differentiated instruction is becoming the fundamental direction for classroom teaching reforms in schools worldwide, in response to the need for personalized and diversified student development. In this regard, extensive research has been conducted abroad, leading to the formation of four main models: differentiated instruction models focused on individualized learner learning differences, those utilizing assessment for instructional planning, models that build learning communities and emphasize teachers' core understanding, and models highlighting teacher attitudes and teaching roles. Through empirical researches on differentiated instruction, foreign researchers have found its effectiveness in addressing student differences, promoting student development, improving school status and cultural atmosphere, and enhancing teacher professional development. In light of this, China should embark on localized exploration of differentiated instruction, strengthen applied research, and make concerted efforts to promote its practical implementation.
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基本信息:
中图分类号:G420
引用信息:
[1]毕美杰,黄洪霖.国外差异化教学的理论模型：演变与应用[J].全球教育展望,2023,52(09):22-36.