1, student grouping

Based on the analysis of students' differences in intelligence factors, non-intelligence factors, original knowledge and ability, the whole class is divided into three levels, namely, A, B and C, accounting for 15%, 70% and 15% respectively. Students can be stratified by explicit or implicit methods according to the situation. In order to reduce the negative psychological effect of explicit stratification, teachers can contact each student individually and keep it secret. Students are stratified by students' independent choice, teacher-student consultation and dynamic stratification. Implicit stratification is only mastered by teachers, which is the basis for dividing cooperative learning groups and implementing targeted hierarchical teaching in the classroom.

Students with poor academic performance, great learning difficulties, negative weariness or naughty refusal to learn belong to layer A, which is a basic group; Students with moderate academic performance, unstable learning mood or average ability and diligent study belong to layer B; For the middle group; Students with good academic performance, strong interest in learning, initiative in learning and quick acceptance belong to the C layer, which is an excellent group. In the process of grouping, we must avoid using the word "poor students" to protect students' self-esteem, so that we can face all students and take care of both ends. At the same time, I told my classmates that our grouping is only temporary. We will regroup our classmates every exam, and students can participate in a higher level group study according to their own situation during their study.

2. After students are grouped, teachers should prepare lessons at different levels according to the actual situation of students. In the process of preparing lessons, students in groups A, B and C are required to put forward different requirements, which must be reflected in preparing lessons. Only in this way can we have a clear aim in actual teaching, so as not to make hierarchical teaching a mere formality. What each group needs to master, what is just for understanding, what different groups have different requirements in homework, and so on. Be sure to give full consideration when preparing lessons.

For example, the study of teaching concepts requires different levels of knowledge, understanding, mastery and application, and the concept itself has different levels of content such as definition, narrow sense, broad sense, connotation and extension. The examples in the textbook have a demonstrative role in the application of concepts and the standardization of solving problems, which are representative and typical, but the level is not strong and the connotation is limited. Teachers should be familiar with the context of teaching materials, master the "position" of each concept and example, and have a good understanding of concepts.

The examples are appropriately layered, some are enough, and some are spread out to form variant example groups or exercise groups for students of different levels to choose from.

3. Layered teaching

A very important part of hierarchical teaching is to teach students at different levels. In the actual operation process, it is a bit like compound teaching. Due to the limitation of objective conditions, it is impossible to teach different groups of students in different classrooms in the same class. Therefore, how to carry out classroom teaching is a problem. Take the algebra "series sum" of senior one as an example. In the classroom teaching, I deal with the teaching materials in this way: after reviewing several common series summation methods for the whole class, I explain the problem-solving strategies of summation to the students, that is, transforming non-arithmetic and geometric series, and then explain them through concrete examples. At this time, I put forward the following different requirements for different groups of students.

I told the whole class that in today's example, example L is an example of summation of series, and students in group A must make a request. In other words, students in group A must master the example 1:

Example 1 to find the sum of series, through the solution of example 1, I pointed out to the students in group A that the sum of example 1 would be in reverse order; For the students in group B, I ask them to master the examples in group A, and also ask them to master the more complicated inverse sum method, example 2. Example 2 To find the sum of series, I will first guide the students in Group B to analyze the relationship between the numbers in Example 2: this is conducive to cultivating students' sensitivity to numbers. In the teaching process of Example 2, students are guided to multiply both ends of their own equation by the common ratio of the sequence at the same time, and then subtract the two equations to find their sum. In addition to asking students in Group C to master the problems in Group B, I put forward higher requirements for students in Group C's comprehensive ability, so I talked about Example 3, asking students in Group C to master the problem-solving ideas and ability requirements in Example 3.

Example 3 is a good example of cultivating excellent students' comprehensive ability. In the process of solving this problem, the method of column dislocation offset is used to summarize. Because I emphasize the specific requirements for students from all walks of life in the teaching process, students will master different contents according to their own foundation in the learning process, so that students will not fall asleep in class because they don't understand the contents of the examples.

4, layered operation

In order to let students learn something, I have different requirements for homework after giving students classes in different levels. Take the summation of series as an example. I give my students homework like this:

Group a homework: find the sum of series.

Group b homework: find the sum of series.

Group C homework: Like Group B, we have to complete the following two questions (1) to find the sum of series (2) to find the sum of series.

5. Hierarchical guidance is an important link for students to consolidate and master knowledge in teaching. After teaching students at different levels in the classroom, I adopted the method of mutual counseling among students in extracurricular counseling, that is, through "counterpart poverty alleviation", which received good results. My method is that after class, I directly tutor students in Group C, students in Group B are tutored by students in Group C, and students in Group A are tutored by students in Group B, thus mobilizing the enthusiasm of all students. I tell my students that knowing how to do a problem doesn't mean you really understand a problem. Only when you can explain and others can understand can you really understand. In addition, I told the students that you are all teachers' assistants, and mutual guidance between you is actually reducing the burden on teachers, because it is impossible for a teacher to take care of more than 0/00 students in two classes. I explained the truth to the students, who were extremely cooperative and supportive of my work.

6. The layered test has the function of comprehensively and timely feeding back the learning effect of students at all levels. Grasp the density and difficulty of the test paper, and compile the test questions at different levels, most of which are basic questions, and a few are variant questions and comprehensive questions, of which the basic questions account for 70%. In a test paper, it is divided into compulsory questions and multiple-choice questions, and it is appropriate to choose two ways to do the questions. Students of all levels must do the problems. B-level students choose to do the questions, and C-level students choose to do all the questions.