According to students' knowledge base and learning ability, the whole class is divided into three grades: high, medium, low or (A, B, C). Teachers should know and record it, but it is not appropriate to disclose it to students. Otherwise, it may encourage the pride of "top students", dampen the self-esteem of underachievers and increase the psychological pressure of underachievers.

Second, the stratification of goals.

According to the principle of teaching students in accordance with their aptitude, the hierarchical teaching objectives suitable for the learning possibility of low-level students in senior high schools are formulated. Through hierarchical teaching, students at all levels can achieve their due goals and requirements. Only by setting different teaching objectives for students at all levels can we fully mobilize students' learning enthusiasm and make students at different starting points have the possibility of learning, thus effectively improving classroom teaching efficiency.

Third, the layered method.

In the teaching process, we should recognize individual differences, adopt flexible and diverse teaching methods for students at different levels, conduct hierarchical teaching and classified guidance, cultivate outstanding students, help poor students and meet the requirements of students at all levels. For example, explaining textbooks with strong concepts or difficulties to the whole class; For textbooks that can be learned in the past or whose contents are relatively simple, let the top students learn independently, give the middle students "half help and half release", and encourage the underachievers to help them learn new contents.

Fourth, the stratification of the problem

Ask questions according to the acceptance of students with lower level. Ask the students at the lower and middle levels first, so that the students at the lower and middle levels can have a chance to speak. If the content is not simple and thoughtful, you should let the underachievers answer first. Even if the underachievers can't answer for a while, the top students can help them answer, and then the underachievers can repeat until they are correct, so that the underachievers can experience success. When underachievers answer questions, teachers should patiently inspire them, guide and encourage them to answer boldly. For some thoughtful problems, the teacher should set up steps, ask questions in layers, and lower the slope to ask questions to intermediate students. When breaking through the difficulties, we should give full play to the advantages of top students, inspire all students to understand deeply and give timely feedback. This arrangement allows students at all levels to have something to say and learn in class.