So how to give hierarchical guidance to students at different levels?
According to the actual situation in teaching, I think it can be carried out from the following aspects:
1. Grade students.
In a class, the situation of each student is different, and the quality of students is uneven. Teachers must thoroughly understand and study the common characteristics and personality differences of all students in the class, comprehensively consider the intellectual and non-intellectual factors of each student in the class, and divide the students into three grades according to their knowledge level, learning ability, learning attitude and academic performance. A is a top student, B is an average student, and C is a student with learning difficulties. In the future, it will be adjusted at any time with the change of students' learning situation to protect and fully mobilize students' learning enthusiasm. However, teachers can only have a good idea of students' stratification, so as not to dampen students' self-esteem and their enthusiasm for learning.
2. Stratification of teaching process
Teaching should be based on teaching materials, and strive to make the contents of the teaching materials clear so that every student can accept them. But there are some excellent students in each class, and they will definitely feel "not enough to eat". Therefore, A-level students should talk less and practice more, let them learn independently, pay attention to cultivating their comprehensive ability to use knowledge and improve their problem-solving skills; For B-level students, we should pay attention to intensive reading teaching, double-base teaching, the treatment of examples and exercises in textbooks, and the mastery of basic knowledge and the training of basic skills; For C-level students, the requirements are low, the slope is small, the starting point is lowered, the practice is more shallow, the gaps are filled, the basic concepts are understood, and the students' non-intelligence factors are brought into play, so that they can feel that they can enjoy the happiness of success as long as they work hard.
3. Stratification of questioning methods
In teaching, we should grasp the knowledge points and design questions with different difficulties according to the individual differences of students, so that students on the third floor of ABC can answer them separately, which is not only responsible for each student, but also makes students who have the spare capacity to study stand out. Teachers should be full of emotion when commenting, so as to integrate knowledge and make students feel valued and concerned. Especially for students who are backward in basic and thinking skills, let them answer some simple questions and give them affirmation and praise in time, so as to create an opportunity for them to "express themselves" and encourage them to actively participate in classroom teaching activities, so that they can also taste the joy of learning success. This practice is conducive to establishing students' self-confidence, stimulating students' interest in learning chemistry, and thus achieving the purpose of improving their grades.
4. Layered homework exercises
When assigning homework, students with different learning levels should put forward different requirements, and try not to be across the board. For students with learning difficulties, focus on basic concepts and close the books well. You can arrange more basic and memorable topics instead of skilled and difficult exercises. For middle school students, it is still necessary to emphasize basic concepts, do more basic questions, and arrange several questions with certain skills and difficulties. For gifted students, while strengthening basic concepts and skills, we can appropriately broaden our knowledge, and we can appropriately arrange exercises with strong skills and a little difficulty related to consolidating basic concepts.
Through hierarchical teaching and implementing the teaching principle of teaching students in accordance with their aptitude, students' interest in learning can be stimulated, their initiative and consciousness can be improved, and all students' learning enthusiasm can be mobilized and brought into play, so as to narrow the polarization in a large area and improve the teaching quality.