A Preliminary Research On Teachers' Views On Differentiated Teaching

With the development of democratized and individualized educational ideological trend, people begin to rethink the drawbacks of traditional teaching which is characterized by inflexibility, uniformity and the suppression of individual development more and more. Since 1990s, differentiated teaching which concerns the students'individualized and differentiated development has been paid a great deal of attention by educational circles in many countries. There are also some educational reforms based on the students'differences and aimed at their individualized development in our country and some have already achieved preliminary success. But in my opinion, before differentiated teaching is essentially implemented, teachers must change their teaching views and acquire the correct idea of differentiated teaching. This is the first and most important point. Only teachers first acquire the correct views can they carry out permanent and effective teaching activities. In the research, we first clarify some basic problems of differentiated teaching theoretically and analyze the structure of the views on differentiated teaching thoroughly. Then we make an investigation to find out the present condition of teachers'views on differentiated teaching. And lastly, we explore the effective strategies that can help teachers change their views. This research is expected to provide some useful reference for the practice of elementary educational reform in our country.The thesis contains the introduction and three parts.In the introduction, we explain the reasons of choosing this subject, combing the relevant research at home and abroad, and clarify the purpose and methods of this research.In Part One, we first define some relevant concepts, then expound the theoretical basis of differentiated teaching in philosophy, psychology and pedagogy, and lastly clarify some basic relations including differentiated development and all-round development, self-determination and standardization, individuation and socialization which are often misunderstood.Part Two is the core of the thesis. A thorough research about the implication and structure of teachers'views on differentiated teaching is made. In order to define its main characteristics, we analyze theoretically from the views on students, the views on teachers, the views on teaching aims, the views on teaching content, the views on teaching strategies and the views on students'assessment in detail. Meanwhile, this theoretical analysis also provides basis for the questionnaire design in the next part.Part Three is the investigation and analysis. Through investigation of teachers'views on differentiated teaching in three junior middle schools in Jinan, we understand the current situation of teachers'views and analyze the reasons that cause it. Then in accordance with this situation and some practical problems, we advance several tactical opinions and suggestions about how to help teachers acquire the correct views on differentiated teaching so that they can carry out differentiated teaching and help actualize every student's individualized development.