A Preliminary Study On Differentiated Teaching Of International Chinese Education In The Learning Station Model

International schools,as the forefront of Chinese international education,have always advocated the integration of advanced educational concepts into Chinese language classrooms to address teaching effectiveness issues caused by individual differences among learners.Differential teaching,as a teaching method that can meet students’personalized learning needs,has been increasingly practiced by teachers in classroom teaching.The theory of differentiated teaching holds that every student is a unique individual,and in the learning process,individuals may have different impacts on learning outcomes due to differences in background,knowledge level,learning style,intelligence characteristics,and family environment.So,if teachers can design and implement differentiated teaching plans based on the characteristics and situations of different students,it will have a more positive impact on the learning process and effectiveness,achieving dual optimization of classroom management and teaching.This study is based on Tomlinson’s differentiation teaching theory,selecting a class from Wuhan Yangtze International School as the control class,and adopting traditional classroom teaching methods;The other class is an experimental class,conducting a fiveweek differentiated teaching experiment.This round of differentiated teaching experiment is implemented in the learning station mode,explaining the number and activity time,type and activity sequence,purpose and content,and activity rules of the learning stations.After conducting a dual level grouping,a differentiated design was conducted for three different groups of students from four aspects:teaching objectives,teaching content,teaching process,and evaluation.The success or failure of the teaching experiment was analyzed through questionnaire surveys,interview results,test results,and other data.The teaching experiment results show that sufficient preparation ensures the smooth transition of the learning station mode teaching,and the differentiated Chinese teaching under this mode makes students feel good overall and improves learning efficiency.However,there are also issues such as insufficient diversity of learning station themed activities and imbalanced design of teaching objectives,resulting in asynchronous development of language skills for low-level students.On this basis,suggestions were put forward for the implementation of differentiated teaching in the learning station mode and for international schools to implement differentiated teaching.