| 叶晓慧,吴玲.“差异教学”：幼儿园教学的重要预设[J].陕西学前师范学院学报,2016,32(4):30-34 |
| “差异教学”：幼儿园教学的重要预设 |
| Differentiated Instruction in Education: An Important Presupposition of Teaching in Kindergarten |
| 投稿时间：2015-11-26 修订日期：2016-01-03 |
| DOI：10.11995/j.issn.2095-770X.2016.04.008 |
| 中文关键词: 幼儿园 “差异教学” 重要预设 |
| 英文关键词: kindergarten differentiated instruction important presupposition |
| 基金项目:2011年教育部人文社会科学规划基金项目 (YJA880116) |
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| 中文摘要: |
| “差异教学”研究热潮始于上世纪后期，近年延伸到幼儿园教学活动，其本质是一种为了差异发展，从差异出发，开展有差异教学的活动。纵观幼儿园教学的理论实践，很少有人提出将差异教学上升为预设的诉求。本文基于对差异教学内涵与本质的把握，认为在幼儿园开展差异教学不仅必要而且可行，并为差异教学成为重要预设提出四条实施路径。 |
| 英文摘要: |
| Differentiated Instruction in Education boomed from the late of last century, in recent years, extending to the kindergarten teaching activities. Its essence is a framework or philosophy for effective teaching that involves providing different students with different avenues to learning. Among the Theoretical and practical researches about kindergarten teaching, few studies treat differentiated instruction in education as a presupposition. This paper centers on the position of differentiated instruction in kindergarten teaching, believes that it is not only necessary but also feasible to carry out differentiated instruction in kindergarten, and suggests four ways to make it into an important presupposition. |
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