Exploration of the Practice Path of Personalized Teaching in Primary School under the Guidance of Core Competence

DOI: https://doi.org/10.62517/jnse.202617108

Author(s)

Minmin Chen

Affiliation(s)

Raffles University Malaysia, Iskandar, Malaysia

Abstract

As a core educational objective in the new era, core competencies emphasize the integration of ability-oriented education and value-based guidance, encompassing four key dimensions: language, thinking, aesthetics, and culture. Their cultivation challenges the traditional "uniform" teaching model, requiring personalized instruction to meet students' diverse developmental needs. Grounded in multiple intelligences theory, the "zone of proximal development" theory, and constructivist learning theory, personalized teaching employs strategies such as tiered task design, differentiated resource allocation, and dynamic process evaluation. These approaches enable each student to achieve full development based on their individual foundations, thereby realizing the educational principle of "student-centered education."

Keywords

Core Competencies; Personalized Instruction; Theoretical Correlation; Differentiated Development

References

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