差异化教学是世界各国基础教育课程改革的政策导向，差异化教学政策实施中存在教师意义建构的差异，表现为教师对差异化教学政策的多种理解，其中不乏偏差性和错误的理解，导致差异化教学的实践出现“难实施”、“不实施”、“效果差”的问题，需要对教师的差异化教学意义建构进行理论化思考。

以往研究通过质性和混合研究的方法，关注到教师对差异化教学的理解，发现教师对差异教学的理解不够准确，但已有研究停留在事实描述，缺乏基于理论的实证分析，尚未系统揭示教师差异化教学理解的多种样态、理解过程和影响因素。

本研究基于斯皮兰提出的教育政策实施过程的意义建构理论，回答教师差异化教学意义建构如何的问题。具体回答以下几个问题：教师对差异化教学存在何种类型的意义建构？教师如何对差异化教学作出意义建构？教师对差异化教学的意义建构受到了教师个体和环境中的哪些因素的影响？

本研究运用案例研究的方法，选取北京市某中学的12名语文、数学和英语学科教师作为案例教师，通过半结构式访谈、收集教学设计、学案等多种实物资料的数据收集方法，采用三级编码的类属分析方法，回答上述问题，建构教师差异化教学意义建构的过程-条件模型。

本研究的结论如下：

（1）教师主要将差异化教学建构为因材施教或分层教学。12名案例教师中有7名教师基于意义相似的概念将差异化教学分别建构为分层教学（4名教师）和因材施教（3名教师），即教师利用先验知识中的意义相似的概念（因材施教、分层教学）表征差异化教学的含义。

（2）仅有四分之一教师的差异化教学意义建构是准确的。从教师对差异化教学的理解和实践表现可从准确性层面将教师的差异化教学意义建构划分为四种类型：理解（较为）准确，实践全面有效；理解较为准确，实践较为全面有效；理解片面，实践落实较差；理解片面/错误，实践未落实。分别代表教师的差异化教学意义建构准确、较为准确、和不准确（类型三和四）。

（3）触发教师差异化教学意义建构的线索来源于教学实践而非差异化教学政策。分析访谈文本发现，触发教师差异化教学意义建构的线索主要有三类：第一，教师关注到传统教学方法无法满足教学需求；第二，教师感知到学生的差异对教学产生了阻碍；第三，受到其他教师言论或行为的影响。由此可见，触发教师的差异化教学意义建构的线索来源于教师教学实践而非受到差异化教学政策的刺激。

（4）多数教师不能基于学生差异作出多样的差异化教学调整。一方面，尽管诸多教师表示在教学中关注到了学生存在多方面的差异，如知识水平、学习能力、学习动机、学习风格、学习专注度、学习兴趣等，但几乎所有的教师均依据学生的知识水平和能力差异调整教学，未能有效利用这些多样的差异；另一方面，基于教师差异化教学意义建构的实践表现来看，存在四种表现类型：依据知识和能力差异-全方位调整课上课下教学措施；依据知识和能力差异-调整较为简单的课上课下教学措施；依据能力和风格差异-调整较为简单的课上或课下教学措施；关注知识、能力、动机、兴趣、性格等差异-基本不做教学调整。可以发现，多数教师难以基于学生差异做出多样的差异化教学调整。

（5）教师的差异化教学意义建构过程是高度迭代和递归的过程，包括三个子过程：教学关键事件触发差异化教学意义建构；通过个体认知和集体互动筛选信息；在实践中强化并趋于稳定。教师从教学实践中一次又一次地回到对差异化教学的意义建构上，当他们接触到来自学生的新的差异表现、环境的额外信息或在课堂上试验新的教学方法或教学内容时，会以此为依据重新筛选信息，修改他们的理解，重新开展实践。教师的差异化教学意义建构经由这种迭代的过程趋于稳定。

（6）教师的先验知识和学校的组织情景是影响教师差异化教学意义建构的重要因素。教师的先验知识对差异化教学意义建构的影响贯穿差异化教学意义建构的过程和结果；学校组织情景对教师差异化教学意义建构的影响主要体现在学校的教学组织结构和安排会影响意义建构以及学校对差异化教学的理解和态度会影响教学资源的提供，进而影响教师的差异化教学意义建构。

基于上述研究结论，本研究提出以下研究建议：（1）差异化教学政策需要细化差异化教学如何操作的规定；（2）教师要加强对差异化教学理论的学习，追求准确的差异化教学意义建构；（3）教师要注重在实践中反思创新差异化教学意义建构；（4）学校要加强对实施差异化教学的组织支持和资源保障；（5）学校要加强对新手教师的差异化教学培训。

Differentiated instruction is the policy orientation of basic education curriculum reform all over the world. There are differences in the construction of teachers' meaning in the implementation of Differentiated instruction policies, which are manifested in teachers' various understandings of Differentiated instruction policies, including many deviations and misunderstandings, which lead to the problems of "difficult implementation", "non-implementation" and "poor effect" in the practice of Differentiated instruction. It is necessary to think about the construction of teachers' Differentiated instruction meaning theoretically.

Previous studies have focused on teachers' understanding of Differentiated instruction through qualitative and mixed research methods, and found that teachers' understanding of Differentiated instruction is not accurate enough. However, existing studies have remained in fact description, lacking empirical analysis based on theory, and have not systematically revealed various forms, understanding processes and influencing factors of teachers' understanding of Differentiated instruction.

This study is based on spillane's sense-making theory in the process of implementing education policy, and answers the question of how to construct the meaning of teacher's Differentiated instruction policy. Specifically answer the following questions: What kind of meaning construction does the teacher have for Differentiated instruction? How do teachers construct the meaning of Differentiated instruction? What factors have influenced teachers' meaning construction of Differentiated instruction?

This study uses the method of case study, selects 12 Chinese, mathematics and English teachers in a middle school in Beijing as case teachers, and adopts the method of semi-structured interviews, collecting teaching designs, learning plans and other data collection methods, and adopts the method of three-level coding category analysis to answer the above questions and construct a process-condition model for the construction of teachers' differentiated teaching significance.

The conclusions of this study are as follows:

(1) The teachers primarily construct differentiated instruction as teaching students according to their abilities or tiered instruction. Among the 12 case study teachers, 7 constructed differentiated instruction based on conceptually similar meanings as either tiered instruction (4 teachers) or teaching according to students' abilities (3 teachers), meaning that the teachers represent the significance of differentiated instruction using similar concepts from their prior knowledge (teaching according to abilities, tiered instruction).

(2) Only one-quarter of the teachers accurately constructed the meaning of differentiated instruction. Based on teachers' understanding and practical implementation of differentiated instruction, their constructions can be categorized into four types in terms of accuracy: understanding is (relatively) accurate, practice is comprehensive and effective; understanding is relatively accurate, practice is fairly comprehensive and effective; understanding is partial, practice is poorly implemented; understanding is partial/incorrect, practice is not implemented. These respectively represent the teachers' constructions of the meaning of differentiated instruction as accurate, relatively accurate, and inaccurate (types three and four).

(3)The clue that triggers the construction of teachers' Differentiated instruction meaning comes from teaching practice rather than Differentiated instruction policy. There are three main clues to trigger the construction of teachers' Differentiated instruction meaning: first, teachers are concerned that traditional teaching methods can not meet the teaching needs; Secondly, teachers' perception of students' differences has hindered teaching; Third, it is influenced by other teachers' speech or behavior. It can be seen that the clue that triggers the construction of teachers' Differentiated instruction significance comes from teachers' teaching practice rather than being stimulated by Differentiated instruction policies.

(4) Most teachers can't make diversified Differentiated instruction adjustments based on students' differences. On the one hand, although many teachers have expressed their concern about the differences among students in many aspects, such as knowledge level, learning ability, learning motivation, learning style, learning concentration, learning interest, etc., almost all teachers adjust their teaching according to the differences of students' knowledge level and ability，failing to effectively utilize these diverse differences; On the other hand, based on the practical performance of teachers' Differentiated instruction meaning construction, there are four types of performance: according to the differences in knowledge and ability-all-round adjustment of teaching measures after class; According to the difference of knowledge and ability-adjust simple teaching measures after class; According to the difference of ability and style-adjust simple teaching measures in class or after class; Pay attention to the differences in knowledge, ability, motivation, interest and personality-basically do not make teaching adjustments. It can be found that it is difficult for most teachers to make a variety of Differentiated instruction adjustments based on student differences.

(5) The process of teacher's Differentiated instruction meaning construction is a highly iterative and recursive process, which includes three sub-processes: Key events in teaching trigger the construction of differentiated teaching meaning; Screening information through individual cognition and collective interaction; Strengthen and tend to be stable in practice. Teachers return to the meaning construction of Differentiated instruction again and again from teaching practice. When they come into contact with new differential performance from students, extra information from the environment, or try new teaching methods or teaching contents in the classroom, they will re-select the information based on this, modify their understanding and start practice again. The construction of teachers' Differentiated instruction meaning tends to be stable through this iterative process.

(6) Teachers' transcendental knowledge and the organizational situation of the school are important factors that affect the construction of teachers' Differentiated instruction significance. The influence of teachers' prior knowledge on the construction of Differentiated instruction meaning runs through the process and result of the construction of Differentiated instruction meaning; The influence of school organizational situation on the meaning construction of teachers' Differentiated instruction is mainly reflected in the fact that the teaching organizational structure and arrangement of the school will affect the meaning construction, and the understanding and attitude of the school to Differentiated instruction will affect the provision of teaching resources, thus affecting the meaning construction of teachers' Differentiated instruction.

Based on the above conclusions, this study puts forward the following research suggestions: (1) The Differentiated instruction policy needs to specify how to operate Differentiated instruction; (2) Teachers should strengthen the study of Differentiated instruction theory and pursue the accurate construction of Differentiated instruction meaning; (3) Teachers should pay attention to the construction of innovative and Differentiated instruction significance in practice; (4) Schools should strengthen organizational support and resource guarantee for the implementation of Differentiated instruction; (5) Schools should strengthen Differentiated instruction and training for novice teachers.