Against the backdrop of the integration of physical education and aesthetic education and the high-quality development of higher education, public physical education in regular colleges and universities is faced with the urgent task of meeting students’ diverse and personalized development needs. Basketball, as a highly popular sport in higher education, has shown increasing drawbacks in its traditional teaching model due to neglecting significant individual differences among students, resulting in divergent teaching outcomes, uneven student participation, and weakened educational functions. Guided by the core concept of “respecting individual differences and promoting collective growth”, this paper explores the application value and practical approaches of differentiated instruction in basketball teaching at regular universities. The study holds that differentiated instruction is not merely a simple ability ranking but a scientifically diagnosed differentiated educational strategy. Its essence lies in restructuring the teaching process to enable all students to achieve maximum development through appropriate challenges. By comprehensively adopting methods including the literature review method, logical analysis, case studies, and comparative research, this paper systematically demonstrates the necessity and feasibility of implementing stratified teaching in basketball teaching, constructs an operational framework covering “multi-dimensional dynamic stratification, differentiated design of teaching objectives and content, adaptation of teaching methods and organizational forms, and process-oriented diversified evaluation”. The research aims to provide theoretical foundations and practical solutions for addressing the current “one-size-fitsall” dilemma in university basketball teaching, promoting the transition from “uniform supply” to “precision drip irrigation”., and ultimately achieve the comprehensive educational goals of improving sports skills, cultivating sports interest, tempering willpower, and fostering collective growth, offering valuable references for deepening reforms in university physical education.
Zhenyu Xiang (Thu,) studied this question.