Research On The Model Of Differentiated Instruction Within The Perspective Of Smart Education

In recent years,the Korea SMART education,Sternberg's theory of teaching for the wisdom,Future Education and other advanced ideas have strided forward triumphantly.The Smart Education continues to heat up in our country directly under the powerful drive of IBM smarter Planet strategy.Its fundamental goal is to nurture more and more 21^st century wise/expert learners for our country and society who are able to cope with complex challenges,solve complex problems and have good virtues and kind behaviors.When e-Education steps into the advanced stage,the central issue?cultivating talent for whom and to cultivate what kind of talent?of Smart Education has been given a deeper connotation in our times.Meanwhile,because each student comes into the classroom with different knowledge and experiences,learning styles and preferences,designing a new teaching model to provide effective guidance for cultivating wise/expert learner becomes an objective demand.In view of this,this study will choose the Model of differentiated instruction within the Perspective of Smart Education as the research topic.It contains five central issues—Smart education and wise/expert learner capability model,review of differentiated instruction?DI?,new demands on innovation of differentiated instruction model?DIM?from Smart Education,design of DIM and its teaching application effect validation.Accordingly,this paper mainly includes the following sections.Firstly,Smart Education is an active response to the quality education in the era of Smart Earth.It must comply with the requirements of the quality education's national will power in our country.Psychological Study of wisdom,espicially expert learners research in learning sciences has laid a scientific foundation for describing wise learner.This study constructively puts forward the wise learner capability model for the first time,with the Anderson's new taxonomy of educational goal and the Pi Liansheng's definition of acquired ability as a methodological guidance.Secondly,a revies of differentiated instruction.This section brifely introduces the theoretical basis of DI,reviews the main research work of DI at home and abroad,reflects on the deficiencies in the current research,and analyses the future research interests of DI.These works are helpful to mster the essential connotation,the core features,key principles and future trends of DI.Thirdly,Smart Education needs innovation of DIM to acquir its new instuctional structure.Seen from the position and function of the four elements of the instuctional structure,the Smart Education contains a new type of teaching structure,which is different from the traditional education,guided by the teachers,supported by the technology,student autonomous learning and active practice and beneficial to knowledge innovation.According to Prof.He Kekang's theory of instuctional structure,the creation of new-style teaching structure needs to be achieved through the relevant instruction model.The previous researches show that the mainstream instruction model is still the teacher-centered classroom instruction model and its variants toady and they are lack of strength in the creation of new structures.Based on analyses of possibility and feasibility,the new instructional structure of Smart Education is built by creative design of technology-supported DIM.Foruthly,design of DIM of Smart Education.According to the three main clues that directly influence instructional structure and operation procedure,the design framework of DIM is put forward.Guided by this framework,combined with forefront teaching experience,we design a DIM suitable for school education situations.Finally,an empirical study on DIM.On the whole,the research process is divided into two rounds.In the 1^st round of exploratory research,the researcher mainly observe and analyze the records of the learning platform,the performance in the classroom,the quality of the learning outcome and the effect of the teaching intervention,and further adjust and optimize the DIM according to the results of the analysis.In the 2ⁿdd round of empirical research,the effectiveness of the improved DIM in subject teaching is verified.For this purpose,this study proposes three hypotheses:?1?Compared with the traditional instruction model?TIM?,the DIM has more advantages in improving the students'scores;?2?Compared with the TIM,The DIM has the advantage in cultivating the 21^st century wise learners;?3?Compared with the TIM,the DIM has more advantages in changing the classroom instructional structure.Through non-equivalent control group pretest posttest design,Experimental group and control group learning the same context with DIM and TIM respectively.The two classes were taught by the same teacher,and the teaching contents,teaching hours,teaching progress,evaluation items and methods were all consistent.According to the independent sample t-test,the starting ability level of the two classes is quite similar.Analysing the learning process data and the learning outcomes data of the two groups,this study will respond to these hypotheses.For Hypothes?1?,this study makes pre-test and post-test for experimental class and the control class.Data analysis shows that the students'post-test scores in the experimental class are significantly higher than the control class.For Hypothes?2?,this study uses the"Wisdom-related Ability Self-rating Scale"to obtain students'data about wisdom-related ability and learning experience.The research shows that the DIM generally improve students'wisdom-related ability and enhance the good learning experience better than the TIM.For Hypothes?3?,using the coding rules of the improved Information Technology-based Interaction Analysis System?ITIAS?,two classroom teaching videos are encoded about the experimental class and the control class,and an interactive analysis matrix is established.The analysis results show that the DIM constructs an instructional structure of Smart Education.Finally,on the basis of the above quantitative research,the researcher deeply understands the learners'behavior,experience and sensemaking,with the qualitative research methods like on-the-spot interviews.