曾继耘

摘要: 差异教学是当代基础教育改革突出强调的一种教学理念。它强调三点：“从差异出发”、“为了差异发展”及“开展有差异的教学”。课堂教学中学生之间的差异应是一种合理性存在,是一种教学资源;确定因人而异的、有差异的教育教学目标,是我国当代基础教育逻辑发展的必然,是当代教育目的观的应有追求;差异发展是人的共同性发展与独特性发展的统一,是人的社会化发展与个性化发展的统一,是人的适应性发展与超越性发展的统一;在实现主体性发展的过程中,个体参与活动的数量与质量对个体发展起着重要的决定作用。

关键词: 差异教学；个体差异；差异发展

总结：

1、差异教学突出强调以下三点：第一,“为了差异发展”；第二,“从差异出发”；第三,“开展有差异的教学”。

2、学生之间适当的差异，是一种巨大的教学资源,充分重视并积极开发利用这一资源是当前课堂教学改革的一项重要内容：第一,学生之间的差异可以增加课堂教学的生机和活力；第二,学生之间的个体差异可以丰富学生的经验,拓展学生的视野,实现差异共享。

3、学生差异发展的本质规定性：第一,差异发展是人的共同性发展与独特性发展的统一；第二,差异发展是人的社会化发展与个性化发展的统一；第三,差异发展是人的适应性发展与超越性发展的统一。

4、差异教学过程的特征：自主选择、差异共享、动态生成。

Reflection on Several Theoretical Issues of Differentiated Instruction
Zeng Jiyun

Abstract: Differentiated instruction is a kind of teaching concept emphasized in the modern basic educational reform. It focuses on three points of beginning with students' discrepancy, serving for differentiated development and developing instructing differently. The difference between students in class teaching should be a kind of rational existence, and also a kind of teaching resource. To decide differentiated educational and teaching objective is the necessity of Chinese modern basic educational logic development and the proper pursuit of Chinese modern educational objective outlook. Differentiated development is the unification of people's common development, characteristic development and extra-development. In the course of realizing subjective development, the quantity and quality of individual to participate in the activities are playing important decisive roles in the individual development.

Keywords: differentiated instruction, individual difference, differentiated development

出处：《教育研究》2007年第8期