【导言：自春秋时期，孔子提出的“因材施教”登上了教育舞台，在“素质教学”和“现代化教育”当道的二十一世纪，差异化教育更是已然成为世界教育发展的主流趋势。冠萃自开园以来基于“每个孩子都是***”的课程理念，在活动设计、环境创设、教师培训，幼儿评价、家园沟通等方面，都做出了一些差异化教育的新尝试，也取得了一些阶段性成果。为了能够梳理出一套系统化、科学化且本土化的中国幼儿园差异化教育的实践模式，冠萃教育参与了深圳市福田区教育科学规划课题关于“中国幼儿园差异化教育有效实施路径及模式”的科研研究。借此殊荣，我们希望能够与各位志同道合的同行们，支持我们的家长朋友们，同步分享此次课题研究的***调查和发现，以助力中国幼儿教育的高质量发展。】

在不考虑成本的情况下，一套纯手工私人定制款成衣VS一件工厂流水线均码款上衣，您会选择哪一款呢？

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Introduction: Since the Spring and Autumn Period, Confucius put forward the "teaching according to ability". In the 21st century, differentiated instruction has become a mainstream trend worldwide. Based on the curriculum concept of "every child is unique," CrownDream has made some new attempts at differentiated instruction in activity design, environment creation, teacher training, assessment, and home and family cooperation, and has also achieved some milestones. In order to sort out a set of systematic and scientific practice models of differentiated instruction in Chinese kindergartens, CrownDream has participated in the research study on "Effective Implementation Paths and Models of Differentiated Instruction in Chinese Kindergartens," which is a scientific research project of Education Science Planning of Futian District, Shenzhen. We want to take this opportunity to share the latest findings of this research with our like-minded colleagues and supportive parents in order to contribute to the high-quality development of early childhood education in China.

Without considering the cost, which would you choose, a handmade private customized garment vs. a factory assembly line even size top?

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私人订制vs流水线

毋庸置疑，屏幕前的您大概率会选择私人定制款。毕竟量身定做出来的，自然是***适合自己身材，***能扬长避短，***自己审美需求的服装。其实，除了服装界，这种“量体裁衣”式风格在教育界也备受欢迎。它甚至还有一个专属名词，称之为差异化教育（Differentiated Instruction：DI）。

回顾过往的传统式课堂，教师会习惯性地按照班级学生的平均水平，以相同的教学方式开展教学。但这就意味着，学生的需求，特别是那些有学习障碍和有天赋的学生的需求很难得到满足。近年来的一项纵向研究追踪记录了在传统授课模式课堂下，学生从三年级到八年级的学习表现。结果表明，那些有天赋的学生在这几年里的进步程度还达不到那些处于班级平均水平值学生的进步程度的50% (Xiang，2011)。而那些稍落后的学生，也因为受到一刀切指令的影响，在标准化考试中表现不佳，甚至产生高辍学率，低毕业率和高失业率等负面影响（Lipsky 2005）。

可见，传统教育模式对于学生的成长的影响程度之大。正是在这种一刀切的教学无法促进所有学生个人发展的背景下，差异化教育的概念应运而生。

在差异化教育模式下，能工巧匠们会根据不同的学习阶段、学习需要和学习任务，按照学生水平、语言程度、学习风格等，为不同学习者设计出针对性强、适用性高的发展计划，以***限度地激发其潜力和擅长之处，***终促进所有学生在原有水平上得到应有的发展。

看到这里，如果让您在一所采用差异化教育模式的学校和一所传统教育模式下的学校中，二选其一，相信您大概率也会选择前者。但是您也可能会想，虽然差异化教育更胜一筹，但是前面都说了不考虑成本。那在现实生活中，哪里有可能实现这种差异化的教学模式呢？就算有，是不是也要付出很多呢？

别担心，作为此次差异化教育专栏项目的开篇之首，我们接下来就会为大家揭开差异化教育的神秘面纱，一起来看看世界范围内的***，究竟是如何开展差异化教育实践的。

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Undoubtedly, the probability of you in front of the screen will choose the private customized models. After all, tailor-made out, naturally, is the most suitable for their own body and the most in line with their own aesthetic needs of the clothing. In addition to the clothing industry, this "tailor-made" style is also trendy in education. It even has an exclusive term called Differentiated Instruction：DI.

In traditional-style classrooms of the past, teachers would habitually teach to the average level of students in the class and in the same way. However, this meant that the needs of students, especially those with learning disabilities and giftedness, were challenging to meet. A longitudinal study in recent years tracked the academic performance of students from third through eighth grades in classrooms with traditional instructional models. The results showed that gifted students made less than 50 percent of the progress of the class average over the years (Xiang, 2011). Lipsky (2005) also found that those who lagged performed poorly on standardized tests due to one-size-fits-all instruction, with negative consequences such as high dropout rates, low graduation rates, and high unemployment rates. 

It shows how much the traditional education model affects students' growth. The concept of differentiated education was born against this backdrop of one-size-fits-all instruction that fails to promote the individual development of all students.

In the differentiated instruction model, teachers will design targeted and applicable development plans for different learners according to different learning stages, learning needs and learning tasks, student levels, language proficiency, learning styles, etc., to maximize their potential and excellence and ultimately to promote the proper development of all students at their original levels.

If you were asked to choose between a school with a differentiated instruction model and a traditional one, the odds are that you would choose the former. However, although differentiated education is good, the previous said needs to consider the cost. In real life, where is it possible to realize this differentiated teaching model? Even if there is, doesn't it cost a lot?

Do not worry. As the first part of this opening column item on differentiated instruction, we will then demystify differentiated instruction and look at how countries worldwide carry out differentiated instruction practices.

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英国以“教育包容性及公平性”为原则的各项法律法规多年来支持和引领着英国各年龄段差异化教育的发展。

2003年，英国财政部颁布了《每个儿童都重要》（Every Children Matters）绿皮书，强调儿童机会平等，主张缩小儿童在五项指标上（健康、保持安全、享受和成就、做出经济贡献、经济福祉）的差距，为儿童的终生幸福奠基。

2005年，《儿童保育十年战略》（A Ten-year Strategy for Childcare）正式实施，旨在确保英国儿童教育保育服务能满足不同群体的需求，尤其是残疾儿童、少数民族地区儿童。该战略对差异化教育的监管框架和检查制度做出了新的改革，并确定政府每年应向地方当局提供 2500 万英镑来帮助支付儿童的额外特殊需求服务费用。与此同时，考虑到幼儿早期阶段对于其个体发展的重要性，该战略中特别推行了早期奠基阶段规划（the Early Years Foundation Stages，EYFS）法定框架，要求全英所有早期教育中心及学校必须遵循“每个孩子都是***的”教学原则，为所有从出生到五岁的儿童建立一个单一的优质服务框架。

2008年，英国政府又颁布了《教育和技能法》，要求***提升教育质量，帮助来自各个背景的儿童***限度地发挥自己的潜能，实现自我价值。同年，《差异化教育需要（信息）法》的出台，更是详细阐述了差异化教学在实施操作层面的流程，明确了地方教育局、健康管理局、学校各自的相关职责，规定了差异化教育需求的测试评估以及出具差异化教育评估认定书的审核标准，从***政策层面，再次确保了“差异化教育需要”的权益保障。

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Laws and regulations based on the principles of "inclusiveness and fairness in education" have supported and guided the development of differentiated education for all age groups in the UK for many years.

In 2003, HM Treasury issued the Every Children Matters Green Paper, which emphasizes equality of opportunity for children and advocates closing the gaps in five indicators (health, staying safe, enjoyment and achievement, making an economic contribution, and economic well-being) to lay the foundations for children's lifelong well-being.

In 2005, A Ten-year Strategy for Childcare was implemented to ensure that child education and care services in England meet the needs of different groups, particularly children with disabilities and children from ethnic minority areas. The strategy introduces new reforms to differentiated education's regulatory framework and inspection regime. It identifies that the government should provide £25 million a year to local authorities to help meet the costs of additional special needs services for children. At the same time, recognizing the importance of the early years of a child's life to his or her individual development, the strategy introduces the Early Years Foundation Stages (EYFS) statutory framework, which requires all early years centers and schools across England to be guided by the principle that "every child is unique" and to create a single framework of high-quality provision for all children from birth to age five.

In 2008, the British Government also enacted the Education and Skills Act, which requires the comprehensive improvement of the quality of education to help children from all backgrounds maximize their potential and realize their self-worth. In the same year, the Special Educational Needs (Information) Act 2008 elaborated in detail the process of implementing differentiated teaching at the operational level, clarified the respective responsibilities of the Local Education Authority, the Health Authority, and schools, and stipulated the criteria for testing and assessed the needs of differentiated education, to ensure the protection of rights and interests of "differentiated educational needs" from the level of the national policy again. 

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自二战以来，美国就开始不断强化对教育领域的管理，以期统一美国整体的教育标准并提升教育质量。而纵观其几十年的教育改革之路，您会发现，美国的个性化教育理念始终纵横贯彻其中。

1987年，美国幼儿教育协会（后简称为NAEYC）制定了《0到8岁儿童的发展适宜性教育》的指导性文件，其中就特别强调了个体适宜性，即每个儿童的成长速度、需要、兴趣以及学习的形式上具有不同于他人的特点 (DAP: Defining Developmentally Appropriate Practice, n.d.)，要求教师充分考虑每位儿童的特殊需要，及时调整幼儿教育环境，以适应儿童个体的发展需要、能力水平和兴趣。

1993年，《美国2000年教育战略》中再次指出要确保所有的儿童入校后都能够快乐地学习，要求每所学校都要为学生提供有益于学习的良好环境，确保所有学生能够充分发挥他们的聪明才智。

2001年的《不让一个孩子掉队法》更是明确提出了个性化的教育目标，即“在美国，不能让一个孩子掉队，每一个学生都应该受到发挥其全部潜能的教育。”法案对各个学校规定并实行了更为严格的教育问责制度，旨在改变美国多年来中小学生的学业水平低下、不同学生群体之间在学业表现上差距巨大的积弊，提升美国教育的总体质量水平。

在随后的十几年时间里，美国的教育愿景又从“不掉队”走向了“都成功”。2015年，美国众议院通过了《每个学生成功法案》（Every Student Succeeds Act），该法案强调考核标准弹性化，反对过度使用标准化测试和对学校的统一要求，主张学校要根据学生的特点和需要选择自己的教学内容和材料，以确保教育体系能让每个孩子都能顺利毕业并为未来生活做好准备。

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Since World War II, the U.S. has been strengthening its education sector management to standardize and improve the quality of education in the United States. Throughout the decades of education reform, you will find that the American concept of personalized education has consistently been implemented.

In 1987, the National Association for the Education of Young Children (later referred to as NAEYC) formulated a guiding document entitled "Developmentally Appropriate Education for Children Ages 0 to 8," which emphasized individual appropriateness, i.e., each child's rate of growth, needs, interests, and forms of learning are different from those of others, which requires teachers to take into account the unique needs of each child and to make timely adjustments to the early childhood environment to accommodate the developmental needs, ability levels, and interests of individual children.

In 1993, the United States Education Strategy 2000 once again pointed out that it was necessary to ensure that all children would be able to learn happily when they entered school and that every school should be required to provide a suitable environment conducive to learning for students, to ensure that all students could fully utilize their talents.

The No Child Left Behind Act of 2001 further articulates the goal of individualized education: "no child should be left behind, and every student should receive an education that reaches his or her full potential." The Act establishes and enforces a more rigorous system of accountability for schools, which is intended to change the years of low academic achievement of students and the wide disparities in academic performance among different groups of students and to improve the overall quality of education.

Over the next decade or so, the vision of education in the United States has moved from "no left behind" to "all successes. "In 2015, the U.S. House of Representatives passed the Every Student Succeeds Act (ESSA), which emphasizes the flexibility of assessment standards and rejects the overuse of standardized tests and uniform school requirements to ensure that the education system enables every child to succeed.

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澳大利亚也颁布了一系列政策旨在为个性化教育提供方向引领、经费保障以及师资与技术支持。作为澳大利亚个性化教育的纲领性文件，《墨尔本教育宣言》明确提出“让所有青少年都成为自信和有创造力的个体、积极和明智的公民”，并“采用个性化教学以适应青少年的不同能力”。《澳大利亚基础教育***报告》也强调要“使每个学生都能发挥他们的潜能，以适应社会、文化和经济发展的需求”，以及尊重学生个性，使所有学生获得高水平学识、自信、乐观以及高度的自尊。

为了切实落实， 2009年澳大利亚政府教育部（Australian Government Department of Education and Training）编订了《澳大利亚早期学习框架》(The Early Years Learning Framework for Australia)，要求教育工作者必须为每位幼儿提供***限度发挥自身潜力的机会， 为未来的学习成功奠定良好基础。

2015年，澳大利亚课程评估报告局（ACARA）再次明确指出“要求各类机构重视学生个体差异的公平化教育，根据每个学生的需要、兴趣以及生涯目标提供多样化的课程”并在同年发布的《规划并支撑个性化学习》报告中，详细阐述了个性化学习的３项指导原则和４项实施建议，以从根本上支架和保障教师的个性化教育的有效开展。

同时，各州政府还根据当地文化、教育资源分布等情况发布了地方性个性化教育实施纲要，如新南威尔士州教育部根据其多元文化及多民族分布的特点分别制定了针对本地居民的《原住民学生教育政策》，针对资优生的《天才儿童教育政策》，针对特殊学生的《帮助学习困难学生政策》，以及针对保障残障学生的《个性化学习方案》，以满足不同学生群体的不同需求。

在实践过程中，为解决师资队伍的个性化教学技能与学生与日俱增的个体需求之间的矛盾，澳大利亚教师专业标准与评价的专门性组织—教学与学校领导协会（AITSL）还特意先后两次修订了《***教师专业标准》，从职前、入职和职后各阶段设置了严格的考核标准，不仅要求教师提升进行分层教学的能力，甚至还可以进行诸如加速课程进度、加深知识难度等个性化教学设计，以帮助教师具备掌握学生个性特征的能力与知识。

此外，澳大利亚联邦政府还为个性化学习提供专项资金支持，在《2019-2020预算：为所有澳大利亚人提供更好的教育和培训成果》中明确要求提供3020万美元，建立学校社区基金。该基金向所有学校开放，为当地学校提供设备、升级项目支持，从硬件资源上为个性化教育的开展保驾护航。

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Australia has also enacted policies to provide direction, funding, and teacher and technology support for personalized education. The Melbourne Declaration on Education, which is the guiding document for personalized education in Australia, explicitly states that "all young people will become confident and creative individuals, active and informed citizens" and that "personalized teaching and learning will be adapted to suit young people's different abilities." The National Report on Basic Education in Australia also emphasizes the need to "enable every student to realize their potential in response to social, cultural and economic development," as well as “respect for the individuality of students, so that all students achieve high levels of learning, confidence, optimism, and high self-esteem.”

For practical implementation, in 2009, the Australian Government Department of Education and Training developed The Early Years Learning Framework for Australia, which requires educators to provide every young child with the opportunity to maximize his or her potential and to build a strong foundation for future learning success. 

In 2015, the Australian Curriculum Assessment and Reporting Authority (ACARA) once again explicitly pointed out that "all types of institutions are required to emphasize the fairness of education that emphasizes the individual differences of students, and to provide diversified curricula according to the needs, interests and career goals of each student." The report "Planning and Supporting Personalized Learning," released in the same year, elaborated on the three guiding principles of personalized learning and the four recommendations for implementing personalized learning to fundamentally scaffold and safeguard teachers' effective implementation of personalized education.

At the same time, the state governments have also issued local personalized education implementation frameworks following local culture and the distribution of educational resources. For example, the New South Wales Department of Education, following its multicultural and multi-ethnic distribution, has formulated the Aboriginal Students' Education Policy for Aboriginal residents, the Gifted and Talented Children's Education Policy for gifted and talented students, the Policy for Special Needs Students to Assist Students with Learning Difficulties and the Personalized Learning Program for Students with Disabilities to meet the different needs of different groups of students. 

In practice, in order to solve the contradiction between the individualized teaching skills of teachers and the increasing individual needs of students, the Australian Institute of Teaching and School Leadership (AITSL), a specialized organization for professional standards and assessment of teachers, has revised the National Professional Standards for Teachers (NPST) twice and has set up rigorous assessment standards for the pre-service, in-service and post-service stages. The standards not only require teachers to improve their ability to teach at different levels but also to design individualized instruction, such as accelerating the pace of the curriculum or deepening the level of difficulty, in order to equip teachers with the skills to master the individual characteristics of their students.

In addition, the Australian Federal Government has provided dedicated funding support for personalized learning, with an explicit request for $30.2 million in the 2019-2020 Budget to establish a School Community Fund. The fund is open to all schools and supports local schools with equipment and upgrading projects to support personalized education regarding hardware resources.

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从20世纪90年代以来，中国开展差异化教育的呼声也变得日益高涨 （黄莹，2010）。2001年，教育部颁布了《幼儿园教育指导纲要（试行）》，其核心教育原则之一就是要以幼儿为中心，注重因材施教。作为中国幼儿园实施素质教育的行动指南与标杆，其教育原则恰好与差异化教育的理念不谋而合，时刻提醒和引导着中国幼儿教育工作者对于幼儿差异和个体需求的重视程度。

2010年，中共中央和国务院颁布了《***中长期教育改革和发展规划纲要2010-2020》，规划了我国在后十年内的教育战略部署和改革目标，强调坚持***发展与个性发展的统一，坚持科学保教方法，保障幼儿的***健康成长。

2021年，教育部研究制定了《“十四五”学前教育发展提升行动计划》，要求幼儿教师“坚持以幼儿为本，遵循幼儿学习特点和身心发展规律…… 因材施教，促进每名幼儿富有个性的发展……”这也再次彰显了注重推行差异化教育的理念。

2022年，习近平总书记所作的《党的二十大报告》中再次重申要“办好人民满意的教育”，强调“教育要注重以人为本、因材施教，注重学用相长、知行合一”。

可见，“以幼儿为中心”“注重因材施教”“尊重幼儿的身心发展规律和个别差异”的概念已经开始频繁出现在各类政策文件或会议中，在潜移默化中建立幼儿教育工作者对于开展差异化教育的初步理解和认知。 

但是研究发现，目前中国的教育政策重点在于差异化教育理念的普及与强调，尚未提供具体化、落地化的实践教育经验。这使得园所在响应和传达***政策时，难以找到有效的实践案例去培训一线教师开展差异化相关课程的教学方法。对于习惯了传统式集体教学的教师来说，他们过去常常以班集体学生的平均能力作为其教学设计基础，并没有足够的经验和能力去发现和满足学生们的个性需求。因此，在缺乏园所的技能培训和经验指导的情况下，差异化教育的开展无疑是对他们专业技能的全新挑战（如观察能力、课程设计能力、知识储备量等），教师们只得基于自己有限的过往经验，自主判断和设计差异化教学模式。而这种消极被动的教学模式改革，只会导致一线教师的教学压力倍增，教学兴趣大幅降低，从而导致其实践教学的质量也大打折扣。

而这也正好是我们此次想要开展差异化教育研究的原因所在，希望借助此次的研究，我们可以总结出一套系统的差异化教育实施模式，让更多的中国教育工作者重视差异化教育，理解差异化教育，开展差异化教育。

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Since the 1990s, the call for differentiated education in China has also grown (Huang, 2010). 2001, the Ministry of Education issued the Guidelines for Kindergarten Education (Trial). The core educational principle should be child-centered and focus on teaching according to the individual's abilities. As a guideline and benchmark for implementing quality education in Chinese kindergartens, its educational principles coincide with the concept of differentiated instruction, which reminds and guides Chinese early childhood educators to pay attention to the differences and individual needs of young children.

In 2010, the State Council promulgated "The Outline of the National Education Reform and Development Plan 2010-2020", which maps out China's education strategy and reform goals for the next decade, emphasizing the need to adhere to the unity of comprehensive and personality development to safeguard the all-round and healthy growth of young children.

In 2021, the Ministry of Education formulated the "Action for Enhancing the Development of Preschool Education", which requires early childhood teachers to "adhere to a child-centered approach, follow the characteristics of young children's learning and the laws of physical and mental development…… Teach children according to their aptitude and promote the individualized development of each child ……". It is another manifestation of the concept of focusing on implementing differentiated education.

In 2022, General Secretary Xi's Report to the 20th Party Congress once again reiterated the need to "provide a good education to the satisfaction of the people," emphasizing that "education should be people-oriented, tailored to the needs of the individual."

It can be seen that the concepts of "child-centeredness," "focusing on teaching students according to their aptitude," and "respecting the laws of physical and mental development of young children and their differences" have begun to appear frequently in all kinds of policy documents or conferences, which are building up the initial understanding and awareness of early childhood educators of the differentiated instruction.

However, the study found that China's current education policy focuses on popularizing and emphasizing differentiated education and has yet to provide concrete, on-the-ground practical education experiences. It makes it difficult for schools to find compelling practical examples to train teachers in differentiated teaching methods when responding to and communicating national policies. Therefore, without skills training and experience guidance from the school, implementing differentiated education is undoubtedly a new challenge to their professional skills (e.g., observation skills, curriculum design skills, knowledge reserve, etc.). Teachers have to judge and design their differentiated teaching mode based on their limited past experiences. This kind of passive teaching mode reform will only lead to a multiplication of teaching pressure and a significant decrease in the interest of teachers, which in turn will lead to a significant reduction in the quality of their practical teaching.

It is also the reason why we want to research differentiated instruction, and we hope that with the help of this research, we can summarize a set of systematic implementation modes of differentiated instruction so that more Chinese educators will pay attention to differentiated instruction, understand differentiated instruction, and carry out differentiated instruction.

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马云说工业时代的教育，100个孩子用同一种方法。数字时代的教育必须是100个孩子要有120种方法，因为20%的人可能像我一样不遵守规则。如果你专注于标准化，一切都可以被机器取代。“

作为新时代早期教育从业者，我们的确应该做好万全的准备，以支架不同发展需求的儿童成长。***关键的是，我们要敢于承认差异，不羞于谈论和践行基于学生个体差异的差异化教育，从而让具备拔尖创新潜质的学生不被压制在一个人为设定的高度。

以上就是此次关于差异化教育专题栏目的***期内容分享，如果您有任何想法，也欢迎在评论区留意，您的任何参与，都将可能为推动此次项目的顺利开展贡献巨大力量。

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Jack Ma, the founder of Alibaba said, "In the industrial age, 100 children use the same method of education. But education in the digital age has to be 120 ways for 100 kids because 20% of people may not follow the rules like I do. If you focus on standardization, everything can be replaced by machines.”

As practitioners of early education in the new era, we should be well-prepared to support children's growth with different developmental needs. Most crucially, we should recognize differences and not be shy to talk about and practice differentiated instruction based on students' differences so that students with the potential to excel and innovate will not be suppressed at an artificially set height. 

The above is the first installment of this particular section on differentiated instruction. If you have any ideas, please note them in the comment section, as your participation will likely contribute to the smooth implementation of this project.

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