Design-Based Research On Differentiated Instruction Of Primary Mathematical Review Class

Differentiated instruction focuses on the equality of learning opportunities at the micro level,which is conducive to optimizing the teaching methods in China and pursuing fair and quality education.Differentiated instruction has gradually become one of the hot topics in China.However,due to the lack of reasonable model guidance and the lack of consideration for the reality of the educational situation in China,the differentiated instruction design fails to fully respect the differences and needs of students,resulting in most of the differentiated instruction classroom activities being superficial and unable to achieve the expected goals.As a result,this study adopts the method of design-based research,selects the fourth grade of a primary school in Shanghai as the cooperative class,takes the mathematics class as an example.After three rounds of iteration,constructs an effective model for the implementation of differentiated instruction in the primary school mathematics class.To verify the effectiveness of this model,non-design and design lessons were videotaped,interviews were conducted with co-teachers and students,and other data were collected.This study focuses on the following three questions: Taking the fourth grade mathematics review class as an example,how to design differentiated instruction based on the objective differences in students' learning? What changes have taken place in math classroom discourse since the intervention was implemented? What is the role of differentiated instruction in primary school mathematics revision classes for students?The results show that: First,the differentiated instruction model in the mathematics classroom consists of three key elements: student analysis,mathematical tasks and class discussion.Among them,the analysis of student is the starting point for the development of differentiated instruction,while the open,comprehensive and challenging mathematical tasks are the implementation carriers of differentiated instruction,and discussion are the implementation strategies of differentiated instruction.Second,the structure of the differentiated classroom has shifted.Most of the difference classes take the student presentation as the starting point of the class,and the student's question answer as the end of the class.Interactive discussions between teachers and students are the main driving force behind the development of differentiated instruction.Classroom discourse tends to be more diverse,and students have more opportunities to express mathematical thinking.Finally,the implementation of differentiated instruction is conducive to promoting students to improve their mathematical thinking ability,stimulate students' interest in learning,and improve students' classroom participation.In summary,the implementation of differentiated instruction in the mathematics classroom of decimals should grasp the needs of students,design open,interesting and meet the needs of students,and give students the space to express themselves and learn from each other.In the future mathematics classroom,teachers should actively look at the differences of students,regard the differences of students as classroom teaching resources,give students the opportunity to express mathematical thinking,and loosen the shackles of invisible constraints on classroom flexibility.