美国差异化教学实践：差异化教学模式的产生、发展及启示
Differentiated Teaching Practice in the United States: The Emergence, Development, and Enlightenment of Differentiated Teaching Models

如何在统一中尊重学生的个性差异成为教学的难题，对此美国提出差异化教学(Differentiated Learning)，即立足于学生不同的学习准备、学习兴趣、学习风格等差异，针对性地实施教育教学，以满足学生个性化学习需求，促进学生发展。差异化教学模式随之产生，在汤姆林森模式、霍尔模式的基础上得到了发展，如To-With-By三级差异化教学模式、REACH差异化教学模式等。美国差异化教学模式对转变我国教师教育观念、抓住“内容、过程、产品”规划差异化教学有重要的借鉴意义。
How to respect students’ individual differences in unity has become a difficult problem in teaching. To this end, the United States proposed differentiated learning, which is based on students’ differ-ent learning preparations, learning interests, Learning styles and other differences, and targeted education and teaching to meet students’ personalized learning needs and promote students’ de-velopment. The differentiated teaching model has developed on the basis of the Thompson and Hall models, such as the To-With-By three-level differentiated teaching model and REACH differentiated teaching model. The differentiated teaching model in the United States has important reference significance for transforming China’s teacher education concepts and planning differentiated teaching by focusing on “content, process, and product”.