【作者】 张琳；

【导师】 王明娣；

【作者基本信息】 西北师范大学 ， 教育学原理， 2025， 硕士

【摘要】 本研究基于差异化学习理论,以小学三年级数学教学为实践场域,系统探究了教师如何科学识别、有效利用学生学习差异资源,构建并实施差异化教学策略,以提升教学效能和学习质量。研究采用行动研究法,通过三轮迭代实践(尝试探索—调整改进—巩固优化),聚焦“学习者画像—弹性分组—资源适配”三位一体的理论框架,深入分析了差异化教学的设计原理、实施路径和效果优化。在理论层面,研究整合了建构主义学习理论、最近发展区理论和多元智能理论,构建了差异化教学的动态模型。该模型强调:(1)学习者画像是差异化教学的起点,通过学习风格量表(ILS)、学习准备度前测和兴趣偏好问卷(Likert量表)等多维工具,实现对学生学习差异的精准诊断;(2)弹性分组是差异化教学的核心策略,依据学习准备度(同质分组)和学习风格(异质分组)动态调整教学组织形态;(3)资源适配是差异化教学的保障机制,通过分层任务设计、多模态资源供给和个性化反馈,满足学生的差异化学习需求。在实践层面,研究以《认识千米》单元教学为例,经过三轮行动研究设计并优化差异化教学策略。第一轮研究尝试双维度分组(学习准备度和学习风格),发现教师工作负荷过重和学生学习差异扩大等问题;第二轮引入“咨询区”同伴互助机制,显著提升了课堂参与度和任务完成效率;第三轮优化分组标签(三色分组+激励性命名),进一步降低了学生的心理负担,增强了学习动机。研究还揭示了差异化教学实施中的关键挑战:(1)教师需平衡精准诊断与时间成本的矛盾;(2)弹性分组需避免标签效应;(3)资源适配需兼顾个性化与可行性。本研究的结论:(1)提出“双维度弹性分组”模型,解决大班额背景下差异化教学的可行性问题;(2)设计“咨询区”同伴互助机制,优化教师指导资源的分配效率;(3)利用激励性分组标签,提升学生学习动机。研究成果为一线教师提供了可操作的差异化教学范式,也为教育公平和个性化学习的理论发展提供了实证依据。更多还原

【Abstract】 This study is based on the theory of differentiated learning,with third-grade mathematics teaching as the practical context,systematically exploring how teachers can scientifically identify and effectively utilize students’learning differences to construct and implement differentiated teaching strategies,thereby enhancing teaching efficacy and learning quality.The research adopts an action research methodology,conducting three iterative cycles of practice(exploration—adjustment and improvement—consolidation and optimization),focusing on the tripartite theoretical framework of"learner profiling—flexible grouping—resource adaptation"to deeply analyze the design principles,implementation pathways,and effectiveness optimization of differentiated teaching.At the theoretical level,the study integrates constructivist learning theory,the zone of proximal development theory,and multiple intelligences theory to construct a dynamic model of differentiated teaching.This model emphasizes:(1)Learner profiling as the starting point of differentiated teaching,utilizing multidimensional tools such as cognitive style scales(ILS),pre-assessments of learning readiness,and interest preference questionnaires(Likert scale)to achieve precise diagnosis of learning differences;(2)Flexible grouping as the core strategy of differentiated teaching,dynamically adjusting instructional organization based on learning readiness(homogeneous grouping)and cognitive styles(heterogeneous grouping);(3)Resource adaptation as the safeguard mechanism of differentiated teaching,meeting students’diverse learning needs through tiered task design,multimodal resource provision,and personalized feedback.At the practical level,the study took the unit Understanding Kilometers as an example,designing and optimizing differentiated instruction strategies through three rounds of action research.The first cycle experimented with dual-dimensional grouping(learning readiness×cognitive style),revealing issues such as excessive teacher workload and widening learning differences.The second cycle introduced a"consultation zone"peer assistance mechanism,significantly improving classroom engagement and task completion efficiency.The third cycle optimized grouping labels(three-color grouping+motivational naming),further reducing students’psychological burden and enhancing learning motivation.The study also identified key challenges in implementing differentiated teaching:(1)Teachers must balance the trade-off between precise diagnosis and time costs;(2)Dynamic grouping must avoid labeling effects;(3)Resource adaptation must reconcile personalization with feasibility.The conclusions of this study include:(1)Proposing a"dual-dimensional dynamic grouping"model to address the feasibility of differentiated teaching in large-class settings;(2)Designing a"consultation zone"peer assistance mechanism to optimize the allocation of teacher guidance resources;(3)Using motivational grouping labels to enhance students’learning motivation.The research outcomes provide actionable differentiated teaching paradigms for frontline teachers and offer empirical evidence for the theoretical development of educational equity and personalized learning.更多还原