Research On Differentiated Instruction Policies And Strategies In The Uk

The purpose of education is to help individuals gain full development in their lives. Since the ancient sage Confucius started to promote the education principle of differentiation, more and more educators are thinking of how to help students obtain an education best suitable to their individual needs. In modern day society, when the "people-oriented" philosophy is everywhere, teaching to meet students'own educational needs is not only helpful to the individual person's development, but also to the whole society. Additionally, it is a very strong power to promote the development of education in our country.In China, differentiated instruction is not a new topic. A lot of educators are researching and working on this theme; however, due to reasons such as national conditions and policies and Chinese culture, differentiated instruction has not been widely applied in our country. We're quite discouraged to find out most of our schools ignore students' personalities, interests and expertise, and unfairly treat all students as one in the same in teaching and learning. The reality of old fashion education is warning us that our students are losing their natural gifts, like their desire for knowledge and creativity.Teaching to meet individual needs is well developed in some countries. The United Kingdom is one of them. In the 1960s, the British government established a policy to help students meet their individual needs and placed a lot of effort into implementing the differentiated instruction policy and strategies.We expect that we can adopt the United Kingdom's strong points while overcoming its weak points in implementation of differentiated instruction. We can draw on its experience to help our students develop better and to promote our country's competitiveness.This thesis paper is based on the research of the British implementation of differentiated instruction policies and strategies. It analyzes the successes and provides important insight for us to learn from. The full-text is divided into five parts below.The Introduction explains the background and the importance of this research, identifies the conception of differentiated instruction, states the conclusions of prior research and analyses of similar topics and analyzes the methods of thinking and research in producing this thesis paper.The second part,"Current application of differentiated instruction in China,"lists relevant Chinese laws and regulations, presents existing teaching practice of differentiated instruction, and analyzes problems in differentiated instruction.The third part,"Current application of differentiated instruction in the United Kingdom,"addresses the development of differentiated instruction theories, takes the MH school as an example to describe the present differentiated instruction theories in the United Kingdom.The fourth part,"Differentiated instruction policies and strategies in the UK,"lists relevant British differentiated instruction laws and regulations and presents the implementation of differentiated instruction teaching strategies in United Kingdom.The fifth part,"Lessons from the British differentiated instruction policies and strategies,"concludes the positive and negative experiences of the British implementation of differentiated instruction policies and strategies and offers suggestions on applying differentiated instruction in China.