教师教育研究2026，Vol.38Issue(2)：98-105,8.
中小学教师对差异教学的认知与实施研究
A Study on Primary and Secondary School Teachers'Cognition and Implementation of Differentiated Instruction
摘要
Abstract
Teachers'understanding of differentiated instruction serves as a crucial determinant influencing their teach-ing practices.This study employed a mixed-methods approach,combining questionnaire surveys(N=2,548)with follow-up interviews,to investigate primary and secondary school teachers across twelve western provinces(munici-palities and autonomous regions).Key findings reveal that:(1)Teachers demonstrated generally sound awareness and implementation of differentiated instruction;(2)Professional training significantly enhanced both cognitive un-derstanding and practical implementation levels(p＜0.01);(3)Teachers'cognitive grasp positively predicted im-plementation effectiveness,accounting for 58.4%of variance in instructional content adaptation,59%in teaching process modification,53.1%in learning outcome differentiation,and 51.4%in assessment variation.Therefore,through cognitive upgrading,training innovation and teaching reconstruction,the development of differentiated in-struction in primary and secondary schools in the western region will be promoted.关键词
西部地区/中小学教师/差异教学/教师认知/教学实施Key words
western region/primary and secondary school teachers/differentiated instruction/teacher cognition/in-structional implementation分类
社会科学引用本文复制引用
陈婷,楚怡晴,张淑..中小学教师对差异教学的认知与实施研究[J].教师教育研究,2026,38(2):98-105,8.基金项目
重庆市教育科学规划2022年度规划一般课题"基于差异教育的中学课堂教学评价研究"(课题批准号:K22YG110507) （课题批准号:K22YG110507）
重庆市教育科学规划2023年度一般课题"面向拔尖创新人才培养的中学差异教育研究"(课题批准号:K23YG1100048) （课题批准号:K23YG1100048）
