教育理念上学生作为学习的主体越来越被重视，但在教育的甄别和选拔功能尤为重视的大环境下，如何使更多的、不同的学生受益？本研究在考察已有研究基础上，将研究重点放在教师如何认识和回应学生在受教育过程中表现出来的差异。从关怀伦理及相关理论的视角，结合优秀教师的教学实践，思考教师如何对不同的学生以恰当的回应，以使其能够在教育中获得适合自己的发展，或者突破自己成长中正在遇到的困难。研究素材来自导师组织的教师跨校叙事探究活动以及教师访谈。研究过程中将教师认识和回应学生差异的实践放入关怀关系中考虑。关怀者通过关注和动机移位等心理特征感受被关怀者当下的处境和需要，并采取相应的关怀行为，被关怀者对关怀行为予以回应，至此，关系建立。它具有情境性、关系性和情感性的特征。希望通过将教师和学生放入关怀关系中可以更好地理解教师认识和回应学生差异的实践，从中获得对以下几个问题的认识：教师如何认识学生之间的学习和发展差异？ 从建立关怀关系的教育视角解释教师如何比较恰当地回应学生的差异？理解、接受和引导学生差异的相关理念与实践，对于学生发展、教师成长的意义？本论文通过研究背景和意义的阐述、有关关怀伦理和学生差异已有研究及其深层理念的综述、研究的理论框架建构，通过对教师解读学生差异实践智慧的感悟，从关怀伦理的角度，把学生差异理解为学生表现出来的影响到自身成长和发展的不同特点。从教师认识学生差异和恰当回应学生差异的实践中，领悟其理解学生差异和发挥其独特优势的智慧，包括：教师解读学生差异必须建立在对学生开放的、“自由地”认识的基础上；教学内容的选择考虑学生的需要；平等地对待每一个学生；建立相互信任的师生关系以及教育需要等待学生成长；此外，优秀的教学还必须调动多方面的积极力量，包括教师选择适合自己的教学，调动教育中家长的力量，以及通过开放的课堂拓展教师和学生的沟通空间等，从而加深对于师生之间关怀关系的理解。

Students as the subject of learning are attached more importance from the conception of education. But under the circumstance that the screening and selecting function of education are especially emphasized, how can we make more students benefit from education? After reviewing the existing research, I put the key on how can teachers identify and respond to student difference showed during educating. From the perspective of caring ethic and related theory , combining with excellence teachers’ pratice, I reflect on how can a teacher respond to different students properly, so they can develop their potential or break though the dilemma they are in.The research materials are from the teachers’ narrative activities and the interviews with teachers .During the research I consider teachers’ practice of identifying and responding to student difference in the view of care relation. The care-giver identify the cared-fors’ situation and needs through engrossment and motivational displacement and take corresponding actions. When the cared-for respond to caring action, the care relation which characterized by situationality，relational and emotional built. The research aimed at gaining recognition of the follow questions: how can teachers identify the student difference in learning and development? How to interpretation teachers’ practice of responding to students’ difference from the educational view of care relation? What the meaning to student and teacher development by understanding and adopting the related idea and practice?By stating the research background and meaning, the research of caring ethic and student difference and their in-depth idea, and the theoretical framework of the research and realizing the wisdom of teachers’ practice of identifying and responding to student difference, this dissertation defined student difference as the characters that influence their growth and development from the respective of caring ethic. From the practice of teacher identifying and responding to students difference, we can insight their wisdom of understanding student difference and leading them to develop their potential, including：teacher identifying and responding to student difference should based on the pratice that kowning them receptive and free;take student need into consideration when the choosing teaching materials; treat each student equally; build mutual trust relationship between teacher and student and wait student to grow up. Besides, excellent teaching should mobilize all the positive forces, including choosing the teaching methods that suit themselves, mobilizing parents to participate in educate students, and expanding teacher and students’ communicating space by building open classroom.