Abstract:This study aims to probe into the concepts and use of differentiated instruction (DI) in Chinese primary and secondary schools by means of a systematic literature review from 1995 to 2019. Outcomes are presented in the form of thematic overview. Findings report that Chinese national conditions contributed to DI’ s definitions and theoretical basis from historical and realistic perspectives. Then, the selected articles show that Chinese teachers from primary and secondary schools are aware of the importance of … Show more
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