Fishbowl to Roundtable Discussions

Differentiated Instruction in Chinese Primary and Secondary Schools: A Systematic Literature Review

“…Hence, distinguishing the similarities and differences among those ideas was quite necessary. The similar essence of these three different teaching concepts was to help teachers understand the learning of students and allow them to attain teaching aims (Jiang & Hua, 2004;Zhang & Zhang, 2013). But for difference, the major difference of Confucian's DI with those of Hua and Tomlinson is the number of students.…”

“…Regarding the theory support of DI in Chinese context, the rst one was the inheritance and development of "teaching according to students' characteristics" from Confucian beliefs (Jiang & Hua, 2004;Zhang & Zhang, 2013). Here, Confucian thought students' differences lied in characteristic and interest (Tan, 2014).…”

“…After that, instructors began to stress the importance of differences among learners. Except for differences of students in characteristic and interest, Hua supported in his book that students' differences were also shown in their intelligence, learning ability and learning style (Cheng, 2005;Hua, 2001), and teachers should adjust their teaching according to learners' strengths and weaknesses during actual teaching (Jiang & Hua, 2004;Lou, 2018;Tomlinson, 2001;Wang, 2005;Zeng, 2008;Zhang & Zhang, 2013). In this way, teachers could provide students with equal learning opportunities.…”

“…Therefore, teachers could present alternative schemes (i.e., individual tutoring for students who are living with the elders) to t students' life situations (Wang, 2005). Then, when preparing for lessons, teachers could organize a pre-test for students before class to better understand learners' previous knowledge level, readiness, interests, ability and learning pro le (Jiang & Hua, 2004;Shi & Hua, 2007;Xiao, 2009;Yang, 2008;Zhang, 2013;Zhao, 2008). Next, classroom observation and communication with students face to face were also effective for instructors to know learners, on account of getting an intuitive understanding (Shi & Hua, 2007;Wang, 2005;Wang & Cheng, 2017).…”

“…Hence, he put forward a different de nition of DI in Chinese primary and secondary school context (Hua, 2001). What is more, it is worth mentioning that the inheritance and development of Confucius beliefs also make contribution to Chinese DI and it is Confucius beliefs that originally purpose students differences in characteristic (Jiang & Hua, 2004;Zhang & Zhang, 2013).…”