During the process of differentiating instruction, students have been strengthening their abilities, consciousness and cooperation.
在差异教学过程中，学生的自主能力和意识得到加强，合作学习观念得到重视。
According to the difference in these aspects, the differentiating instruction adopt different teaching form during the teaching process.
差异教学就是围绕这三个方面的差异而在教学过程中采取不同方式的教学形式。
The diversity of differentiating instruction process fill in the content of teaching, process of teaching, the result of teaching and teaching environment and etc.
差异教学过程中的差异具体体现在教学的内容、教学的过程、教学的成果以及教学环境等方面。
By studying history, we can find that the thought of "differentiating instruction" have spread in various teaching theories, the course theories and its fulfillment.
从历史的追溯中可以发现，“差异性教学”的思想散见于各种教学理论和课程理论及其实践中。
The study of LIRC teachers' teaching competence for differentiating instruction can not only provide theoretical basis for the relevant departments but also provide reference for the teachers.
因此，研究随班就读教师差异教学能力，不仅能为相关部门开展随班就读教师培养和培训提供理论依据，还能为随班就读教师改进课堂教学提供参考。
The study of LIRC teachers' teaching competence for differentiating instruction can not only provide theoretical basis for the relevant departments but also provide reference for the teachers.
因此，研究随班就读教师差异教学能力，不仅能为相关部门开展随班就读教师培养和培训提供理论依据，还能为随班就读教师改进课堂教学提供参考。
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