A Case Study On Differentiated Teaching In Chinese Under The Atmosphere Of Smart Education ——Take An International School In Shanghai As An Example

Chinese class in international schools is one of the important fronts of internal Chinese teaching,which is becoming more and more important under the epidemic situation.Though,some international schools do not attach great importance to Chinese teaching,or do not establish a perfect Chinese teaching system.In comparison,the international school investigated in this paper attaches great importance to Chinese teaching and has established a relatively perfect teaching system during the long-term development process.Differentiated teaching is one of its distinctive features.With the continuous development of information technology,the hardware equipment,software support and education concepts of this school are constantly upgraded to the direction of smart education,which plays a certain role in the implementation of differentiated teaching in Chinese class.The school’s practice in Chinese teaching has certain reference significance for similar international schools,and some problems in practice are worthy to be discussed.This paper is guided by Tomlinson’s theory of differentiated teaching,to investigate how a particular Chinese class of this school carry out differentiation teaching under the atmosphere of smart education through three windows which are as follows: teaching materials,teaching process and teaching evaluation,to investigate teaching effectiveness through two angles which are formative assessment and summative assessment.And finally,it is to comprehensively analyze the advantages and difficulties of differentiated teaching in Chinese class under the atmosphere of smart education based on the interview feedback of four frontline Chinese teacher and nine students.Under the basis of these investigation and analysis,some suggestions for improvement will be given in order to provide some new ideas for the Chinese teaching of this school and arouse the discussion and thinking of more practitioners of Chinese teaching in international schools.