Differentiated Instruction Of Primary School Teachers From The Perspective Of Education Equity-An Ethnography Research

From the appearance of school,differentiation has always been there.And school education is a kind of activity to support students' personality development.But the fact is,there was seldom teaching activities paying attention to every student's differentiation although the theory of differentiated instruction became more and more perfect.Therefore,this study attempted to reveal the real instructional phenomenon that how primary school teachers dealt with students' differentiation and explain why by the method of ethnography.After introducing the background and the targets of this study,this paper is guided by three questions,that is what is differentiated instruction and education equity,how are the differentiated instruction of primary school teachers and so what can we do for differentiated instruction.The second chapter tries to answer the first question.Differentiated instruction is a teacher's response to learner's need.Teachers can differentiate in content,process and product according to student' readiness,interest and learning profile.And three principles are put forward to explain education equity.The third,fourth and fifth chapter try to answer the second question.Chapter three reviews the method of ethnography and mainly analyses the selection criteria of study object.Chapter four presents the instructional phenomenons relate to differentiated instruction in the classroom and beyond.And then,chapter five rethinks these phenomenons and try to see through the appearance to the essence.The sixth chapter tries to answer the third question.Based on the field observation and reflection,chapter six suggests the transformation from the aspects of classroom,primary school,society and culture,so that can primary school teachers put differentiated instruction into practice.