First, in-depth understanding of students, a reasonable distinction between levels
In order to accurately grasp the level of students, teachers should deeply understand the intellectual and non-intellectual factors of each student in the class, and then divide the students in the class into three grades: good, medium and poor on the basis of comprehensive evaluation of the students in the class. The level of students is not static. Teachers should observe students from a dynamic point of view and a developmental point of view, pay attention to the development and changes of students at any time, and then make necessary level adjustments to suit everyone. In practice, reasonable mobility and proper placement can be carried out according to test scores, classroom performance and after-school homework, which can motivate students with learning difficulties to catch up and gradually prepare for entering the middle class; For middle school students, let them recognize the situation of "there are pacesetters before, and then there are pursuers", so as to learn consciously; For gifted students, in order to ensure their advantages and super-level development, they will continue to work hard. In this way, students at all levels spur each other and promote each other, fully mobilizing their enthusiasm and initiative in learning.
Second, according to the teaching materials and students' reality, set goals at different levels.
1, scientifically set teaching objectives
Teaching goal is the starting point and destination of teaching. Therefore, teachers should set goals at different levels and make goals scientifically according to the teaching materials and students' reality. First of all, teachers should carefully study the syllabus and teaching materials, make clear the key points, emphases and difficulties of this class under the overall grasp of the syllabus and teaching materials, and make clear which goals of this class belong to the cognitive field, which are the goals of understanding field and which are the goals of application field, and then teachers should set different levels of goals in combination with students' reality. For gifted students, every class requires them to understand and memorize what they have learned, answer examples and exercises in textbooks skillfully, speak arithmetic and do related thinking questions; For secondary school students, it is required to understand and remember what they have learned, master examples and exercises in textbooks, explain reasoning, and do some variant questions; For poor students, it is required to learn the basic knowledge points in the textbook and be able to answer basic, single and imitation exercises. In this way, by setting different goals for students at different levels, each student can develop vividly according to certain goals in his study.
2. Set phased goals.
In the process of implementing the goals, teachers should set certain short-term, medium-term and long-term goals for students at different levels. Short-term goals should be set at the recent development level of students, so that students can reach the standard through their own efforts. When short-term goals are achieved, teachers should guide students to achieve new goals. In this way, students can experience the joy of success in surpassing their goals again and again, enhance their learning motivation and improve their academic performance.
Third, through classroom teaching, implement the goals at different levels.
The main channel and battlefield of hierarchical teaching is the classroom. The key to implementing hierarchical teaching in classroom teaching is to proceed from students' reality, teach students in accordance with their aptitude, and stimulate students' internal learning needs throughout classroom teaching.
1, reasonably organize the teaching content
Teachers should organize teaching content reasonably according to the comprehensive requirements of teaching objectives at different levels when teaching new classes. First, the teaching content should conform to the cognitive law from easy to difficult and from simple to complex, and the knowledge capacity should be moderate. Secondly, we should deal with the relationship between key content and non-key content, that is, key content and non-key content can not be equally exerted. Teachers should pay more attention to the key content with key points, difficulties and keys, and downplay the non-key content.
2. Grasp the speed of the teaching process
In the teaching process of basic knowledge such as basic concepts, basic principles and basic laws, we should use large-capacity exercises and questions to train and consolidate them so that most students can master them. However, when dealing with high-level problems, we can speed up appropriately to meet the requirements of students.
3. Carefully design questions
Classroom questioning is a widely used method in classroom teaching. In teaching, questions should be asked not only on the key points, but also clearly and accurately to facilitate students' thinking. Moreover, teachers should be prepared to adapt to students at different levels, answer questions with different difficulties according to the teaching materials and students' reality, and let students at all levels think positively. Generally speaking, in the process of teaching basic knowledge, teachers should face all students with large-capacity questions and let all students think positively. So as to master knowledge effectively, and some creative problems can be oriented to eugenics, so that eugenics can think creatively. For example, a teacher designed such a set of questions when teaching prime numbers. ① What is a prime number? This is the basic knowledge of this lesson. The teacher asks this question in order to arouse all the students' thinking and consolidate the basic knowledge. At the same time, because this question is very simple, the teacher chose the poor students to answer. ② What conditions must be met to judge whether two numbers are reciprocal? This question is more difficult, so the teacher selected middle school students to answer it. ③ Is a prime number a prime number? What's the difference between it and prime numbers? The thinking capacity of this question is very large, and only after comparison, analysis and synthesis can we make a judgment. Teachers choose excellent students to answer, the purpose of which is to develop students' creative thinking. Such a group of difficult questions not only consolidates the basic knowledge of each student, but also enables students at all levels to think positively and mobilize the enthusiasm of each student.
4. Pay attention to the guidance of students' learning methods.
In classroom teaching, students at different levels should adopt different learning methods. For students with poor learning foundation, imitation learning should be given priority. Teachers should guide students to find out some rules by simply imitating the judgment and reasoning methods in textbooks or giving examples to explain problems. At the same time, students are required to read textbooks with their own learning methods on the basis of lectures, and then do examples themselves, so that poor students can finally implement the outline requirements and master individual and basic knowledge points. For gifted students, we should give priority to creative learning, inspire them to draw inferences from others and spread their thinking. Teachers should ask them to analyze the horizontal, vertical and internal relations of knowledge points, form a knowledge network structure, and implement it in depth and breadth.
5. Optimize classroom exercises
Exercise is an important link in the learning process. According to the requirements of the syllabus, the design of exercises should be hierarchical, gradient and moderately difficult. Therefore, teachers should skillfully design exercises at different levels according to the teaching content, so that students at different levels can experience the joy of success, thus enhancing their confidence in learning.
(A) the same movement stratification requirements
The same exercise requires students of different levels, and the same exercise requires talented students to solve a problem in multiple ways. Teachers should guide students to analyze the variability of problems from different angles, thus developing students' creative thinking. For poor students, it is necessary to propose solutions to problems and implement the outline requirements. For example, after learning the equations for solving application problems, an application problem can often list multiple equations. For poor students, the teacher asked them to solve a problem, while gifted students asked them to analyze from different angles and list various calculations.
(2) Designing exercises at different levels
Generally speaking, three levels of exercises can be designed: the first level of exercises generally refers to basic, one-way, imitation and slightly changed exercises to accelerate the internalization of students' knowledge. This part of the exercise is a basic exercise, which requires everyone to do in order to fully understand the students' mastery of new knowledge; The second-level exercises generally refer to the variant exercises with great changes in basic questions or exercises with comprehensive and flexibility, so that students can transform knowledge into skills and absorb knowledge. This kind of exercise requires ordinary students and excellent students to do; The third level of practice is generally reflected in the practice that requires higher thinking and creativity. This is the process for students to strengthen and optimize their knowledge. Exercises at this level need the active thinking of eugenics before they can be done. For example, a teacher designed such a set of deepening exercises for students of different levels when teaching the area of a rectangular square.
① Find the area below (unit: cm)
2 application questions.
A rectangular table with an area of 30 square decimeters, a length of 6 decimeters and a width of a few decimeters?
A rectangular garden is12m long and twice as wide. Find its area.
The circumference of a square pond16m, and its area is how many square meters?
③ Find the area below (unit: cm).
In this set of exercises, the teacher stipulates that the students with learning difficulties must do 1 correctly, and the average students must be able to do 1 and 2, so that the top students can finish it. Generally speaking, when a student with learning difficulties finishes the 1 problem, the joy of success will inspire him to do the second problem, as will other middle school students and excellent students. Through this kind of practice, the thinking ability is increased and the thinking is broadened.
Fourth, effective individual counseling.
It is natural for students to have differences in their studies. Both gifted students and students with learning difficulties need to be given necessary guidance. Individual guidance is one of the indispensable links in teaching work, which plays an important role in implementing the principle of teaching students in accordance with their aptitude and improving teaching quality. Therefore, teachers should give targeted individual guidance according to the teaching content and students' reality.
Students with learning difficulties are often unable to complete the teaching tasks in classroom teaching, and their learning is "in debt" and their knowledge is difficult to connect. Therefore, for students with learning difficulties, it is important to make up for the lack of knowledge, prevent the negative accumulation of knowledge and promote transformation. Before class, we should make up the basic knowledge related to the teaching content of this section to clear the obstacles for them to accept new knowledge. After class, we should patiently help consolidate what we have learned and promote the internalization of knowledge. At the same time, we should teach them correct learning methods and cultivate their good study habits.
Secondary school students can basically master the basic knowledge and have certain learning methods, but they still lack the spirit of diligent study and the habit of independent thinking. Teachers should promote the progress of learning by cultivating their learning habits.
The basic knowledge of eugenics is solid, the learning method is correct, and the study habits are good. Therefore, the guidance of eugenics should focus on stimulating people's interest, broadening their knowledge and developing their specialties. For example, they can do more thinking, actively read extracurricular books and take part in math activity classes.
In short, on the basis of in-depth understanding of students, teachers should accurately and objectively grasp the level of students, set teaching objectives suitable for students at different levels, teach students at different levels in the classroom, and actively provide individual counseling, so that students at different levels can develop their intelligence and improve their ability to varying degrees while mastering knowledge, thus greatly improving the quality of teaching?