摘要
个别化教学最本质的内涵在于,教学以学生的个性差异为依据,适合不同学生的特质和强项,实现不同类型、不同层次学生的成长。形式"相同"的教学看起来平等但未必公平,适合每个学生个性的教学才是最公平的教学。个别化教学的公平意蕴可以从起点公平、过程公平和结果公平三个层面认识和实践。开展个别化教学需要解决好尊重个性与发展共性的价值冲突、实践中的制度性矛盾、本土问题与国外借鉴、理论研究与学校实施等方面的问题。
The most essential connotation of individualized instruction is teaching students based on their personality differences, so as to satisfy diversified traits and strengths of different students, and achieve the growth of students of different types and levels. The so-called ＂common＂ instruction impressed us with its equality but not fairness, only instruction methods that can fulfill each student＇s individual character could be the fairest instruction. The fairness connotation of individualized instruction can be learned and applied by three levels-fairness of the starting point, fairness of the whole process and fairness of the final results, Implementing individualized instruction should pay attention to the following problems： value conflicts of respecting the individual character and promoting the general character, administrative contradictions during the practice, local conditions and adoption of foreign experiences, theoretical research and school practice, etc.
出处
《教育发展研究》
CSSCI
北大核心
2013年第12期36-40,共5页
Research in Educational Development
关键词
个别化教学
公平
individualized instruction
fairness
