A Study On The Connotation、Value And Basic Strategy Of Differentiated Instruction

Teaching is a kind of activity to bring up people, but the difference from person to person is the objective existence; therefore, it is the nature of human difference causes the teaching to be a project of rich charm and complex; how to care the student’s difference in the large scale of class instruction is an old but ever-fresh topic. The Differentiated Instruction is an instruction which utilizes the students’ difference as available teaching resources at the contemporary frame of class instruction, it concerns the student’s individual difference from all-sided aspects, adopts optimal and high-effective teaching strategies diversely. And its purpose is to promote each student to obtain comprehensive, unique, continual and full development at the basis of their original foundation. Nowadays the two big main subjects of the current international education reform background are the quality and the fairness of education; meanwhile, at the wave of the Eighth Curriculum Reform in our nation, paying attention to each student’s development is the core idea. Thus, Differentiated Instruction which advocates the enhancement of education quality, the realization of education fairness and the promotion of student’s uniquely develop obtained widespread attention.This thesis consists of seven parts. The introduction part gives a brief research background introduction of Differentiated Instruction, states research goal, significance and research techniques by summarizing the research history of Differentiated Instruction. The First chapter attempts to re-identify the notion of Differentiated Instruction through carrying on the comparative analysis to the Differentiated Instruction notion from different definitions; the notion which was re-identified is the premise to the successor research in this essay. Then, elaborated the characteristic of Differentiated Instruction in order to further clear the Differentiated Instruction connotation; Second chapter had discussed the rationale of Differentiated Instruction, elaborated the supportive value of Zone of Proximal Development Theory, Multi-intelligence Theory and Learning Style Theory to the Differentiated Instruction Theory and their enlightenments to the strategy of Differentiated Instruction; Third chapter stressed the implementation value of Differentiated Instruction:the inevitably request to implement new curriculum, the realistic way to realize education fairness, the necessity need to promote the student develop; In the fourth chapter statistically analyze the Differentiated Instruction at current situation, including two aspects of teacher’s teaching concept and the teaching behavior, pointed out the current Differentiated Instruction situation is unsatisfactory, in other words, the teacher’s teaching concept still needs improved urgently, and it is necessary to further clarify the rationale of Differentiated Instruction and its implementation significance;Fifth chapter, elaborated the Differentiated Instruction implementation realistic strategy from several latitudes such as the student’s prepare level, multi-intelligence and learning style, the dialogue between teachers and students, including the Differentiated Instruction strategy based on the student’s prepare level, the Differentiated Instruction strategy based on the student’s multi-intelligence and learning style and the Differentiated Instruction strategy based on the dialogue between teachers and students. The former strategy was sub-divided into3detailed strategies:the multi-level teaching strategy, the posture teaching strategy, the unit grasp teaching strategy and so on, and has carried on the deep discussion to these strategies and their utilization in practice. Sixth chapter has given certain questions of Differentiated Instruction reflect thinking, and pointed out this research insufficiency and its successor research direction.