How to carry out the stratified teaching of Chinese in junior secondary schools

1. Stratification of teaching objectives.

Goal stratification, that is, the hierarchical teaching goal that determines the actual likelihood of students at all levels and coordinates them. For the three levels of students, we have determined the long-term goal guiding ideology of three levels: adopt a low starting point for junior students, make up for the steps, pull and walk, and encourage more;For middle school students, slow changes, more practice, small steps, and feedback are usedFor higher students, small comprehensive, multi-change, active walking, and ability are promoted.

The objectives of each lesson are stratified and determined by the teacher according to the actual situation of the class and the syllabus.

2. Stratification of classroom questions.

For students at different levels, teachers should ask different questions in the classroom, so that students at different levels can think positively. For relatively simple problems that belong to basic knowledge, students with learning difficulties or middle school can be allowed to improve through hard work and meet the basic requirementsFor more difficult and abstract problems, honor students are required to be fully developed.

3. Stratification of teaching methods.

Through observation and practice, I found that group work can indeed increase students' opportunities to participate in learning, but good students have more opportunities to participate and often play the role of a helper, while students with learning difficulties become listeners. In the usual teaching, whenever there is a group cooperation and communication, there will always be a few students sitting there silent, listening to the opinions of others, not expressing any opinions themselves, or even doing other things, as if the group communication has nothing to do with him. In the long run, these students are not given the opportunity to think for themselves and receive information directly from the good students.

This greatly hinders the development and improvement of these students.

The purpose of quality education is to enable all students to develop in an all-round way and to develop their personality and strengths. In order to implement the requirements of quality education for the whole in the teaching of subjects, a very important aspect is to teach students according to their aptitude, so that students at all levels can be improved. This is as pointed out in the full-time language syllabus of the nine-year compulsory education

It is necessary not only to face all students, but also to pay attention to teaching students according to their aptitude and strive to improve the quality of teaching. ”

Bloom argues that in order for every student to achieve a level of mastery of the subject they are learning, it is necessary to abandon the standard classroom teaching scenarios and assumptions that exist in traditional teaching that apply to all students. This is what requires us to be teachers to be oriented to all and teach students according to their aptitude. The so-called "hierarchical promotion and categorical guidance" is to implement target classification and stratification of students in target teaching.

Goal classification means that the goal is divided into the goal of attainment and the development goal. The syllabus sets out the objectives to be achieved. The goals can be divided into grassroots goals and high-level goals.

The development goal is the improvement goal, which is higher than the goal required by the syllabus and textbooks. Student stratification refers to the stratification of students according to their learning foundation and learning ability, and skillfully cultivating the good and supporting the poor in the teaching process, so that all students, especially those with poor foundation, can meet the teaching objectives of the basic requirements of the syllabus and textbooks, and make the students at all levels take a step forward at their respective starting points, so as to achieve the purpose of improving the quality of Chinese teaching on a large scale. How to implement hierarchical promotion and classification guidance in the teaching of small language reading?

Let's talk about our practices and experiences:

The formulation of teaching objectives should reflect the requirements of the hierarchy

The teaching objectives are designed, and the learning tasks should start from the nearest development area of students at all levels, so that students at all levels have their own goals, so that they can "jump and pick fruits". Chinese teaching in primary schools should train students in language and writing, that is, in listening, speaking, speaking, and writing, and each lesson has specific requirements for each lesson and a training point for each lesson. To set teaching goals, it is necessary to start from the syllabus, teaching materials, and from the nearest development area that students at all levels may reach, and consider the achievement goals and development goals (i.e., improvement goals).

In this way, the formulation of the goals to be imitated by the state is appropriate, comprehensive, and concrete, and reflects the hierarchical nature. For example, when a teacher teaches the third lesson of "My Uncle Mr. Lu Xun", the goals set are:

1) Read the 5th natural paragraph, and will have two questions after class.

2) Recognize the writing method of asking questions at the beginning of the text, taking notes in the middle, and ending the text according to the beginning, and pointing out the main idea.

It's a bit general, right? Specific analysis of specific problems, look at the texts, look at the students, and the cases related to the specific lessons are searched and searched.

The following are some of my practices and teaching effects of layered teaching in primary school Chinese teaching practice:

One. On the basis of a full understanding of the student's language knowledge level and thinking ability. Students are divided into several levels according to their level of language knowledge and thinking ability. And according to the different levels of students to develop different levels of teaching objectives and teaching strategies.

Start by layering the students you teach:

Level A: Good language foundation and good thinking ability.

Level B: Average language foundation, average or good thinking ability.

Level C: Intermediate to lower level of Chinese foundation, average thinking ability, or good thinking ability or not good learning quality.

Level D: Poor language foundation, average or lower intermediate thinking skills.

Of course, I don't tell students to stratify students in this way, as long as I know what to do and the teaching is targeted.

After the students are stratified, different levels of teaching objectives and teaching strategies are formulated for different levels of students:

The foundation of the language should be more solid, the language thinking ability should be stronger, and the language leader should become the top student.

Targeted to put forward higher requirements for them and open small stoves. In addition to completing textbook exercises, they are required to read as many extracurricular books as possible, encourage them to ask language questions, and encourage them to study on their own and solve multiple problems.

You can assign different levels of homework, outline different homework, and let students at different levels do it. Or the exam can also be like this, choose some of the ones with poor grades, and do all the good ones.

First of all, the students in the class are investigated to understand the language skills of the students in the class, and then the students are divided into several groups according to different levels, each group has a group leader, the group leader is served by the students with good grades, and the requirements are put forward by the teacher to the group and implemented by the group leader. A variety of methods can be used flexibly.