Individual difference education embodies the people-oriented educational thought, emphasizing that it should be based on students' individual differences, meet students' different needs, learning styles or interests, provide each student with a development model suitable for them, and promote their maximum development. We know that everyone is a unique life, with unrepeatable and irreplaceable uniqueness. Therefore, the implementation of individual difference education is to recognize and respect the uniqueness of life, create conditions for realizing the uniqueness of life, and promote the growth, development and perfection of each individual on the basis of his unique life, rather than containing, suppressing and obliterating this individuality and uniqueness. First, the performance of individual differences Individual differences are manifested in many aspects. At present, individual differences are usually manifested in the ability tendency closely related to learning. They are generally manifested in three aspects, namely: intelligence and existing knowledge; Achievement motivation and corresponding personality characteristics; Learning style. This paper mainly discusses the individual differences in intelligence and learning style. (A) the multiplicity of intelligence and the imbalance of its development. Individual differences are first manifested in congenital differences. Among the congenital differences, the most noteworthy is the difference in the types of human intellectual advantages. Howard. 6? 1 Gardner's theory of multiple intelligences breaks through the shackles of narrow monism and broadens our horizons of understanding individual differences. He believes that everyone has nine relatively independent intellectual fields, but everyone combines all kinds of intelligence together in their own unique way to form their own intellectual combination. "The difference between people mainly lies in the different combinations of intelligence people have." Different individuals have different combinations of intelligence, and as far as the same individual is concerned, there are also differences in their own development of multiple intelligence. In the development of intelligence, Gardner pointed out that everyone is a unique combination of multiple intelligences. In these combinations, each individual has its relative advantages and disadvantages. For example, some people show extraordinary "musical genius", but their abilities in the fields of logic, mathematics and physics are weak. From the perspective of multiple intelligence theory, we should fully understand the advantages and disadvantages of children's intelligence and fully respect the characteristics and differences of children's intelligence distribution. "All students have their own intellectual strengths and weaknesses", "All students have development potential" and "All students can succeed", which are the most basic and profound ideas endowed by the theory of multiple intelligences. (2) The diversity of learning styles and individual differences are also reflected in acquired factors, and learning style is one of the important factors. Different researchers put forward different standards for the composition of learning style. Here, learning styles are mainly divided from three levels: physiology, psychology and society. ① The physiological elements of learning style mainly refer to the individual's preference for physiological stimuli in the external environment (such as sound, light, temperature, etc.). ), the time rhythm of the day and the different sensory channels when receiving external information. ② Psychological elements of learning style, including the psychological elements of learning style, including cognition, emotion and conation. ③ The social elements of learning style are mainly manifested in autonomous learning or peer learning, competition and cooperation. The learning style of each learner reflects their psychological function in the field of learning and shows their unique advantages and disadvantages. For example, visual learners are good at receiving information through vision, but their disadvantage is that it is difficult to accept the guidance of hearing; On the contrary, auditory learners are good at receiving information through hearing, but they may turn a blind eye. Different types of learning styles determine individuals' different preferences for learning environment, learning content and learning methods. It is worth noting that learning style is not a constant feature, but is considered to change with the change of learning environment or factors in the teaching process. In other words, we can make up for the lack of learners' learning style through effective external intervention. Both intelligence and learning style represent important individual difference variables, which means that teachers need to adopt diversified teaching strategies to adapt to these differences in teaching. Second, the role of teachers in individual differential education is in kindergartens. Individual differential education requires teachers to adopt effective teaching strategies according to each child's development characteristics, learning style and acquired knowledge and skills, so as to maximize the development of all children. This paper mainly discusses from the following three aspects: (1) Teaching methods Teachers should first understand children comprehensively through observation and reflection in the daily activities of kindergartens and through conversations with children and their parents. On the basis of understanding the advantages and disadvantages of children, organize teaching in a targeted way. In organizational form, children's interests and abilities can be satisfied through group activities. In order to show one's special talents and personality. In the process of activities, teachers should take into account children's different advantageous intellectual fields and let children express themselves in their own good ways. For example, children who are not good at words can be allowed to express their ideas through painting. Of course, education should pay attention to the all-round development of people. Therefore, in addition to "fostering strengths and avoiding weaknesses" in teaching, we should try our best to "learn from each other's strengths", that is, take the "strengths" of the dominant areas to make up for the "shortcomings" of the weak areas. For example, some children are good at music, but not good at sports. Teachers can match music when organizing sports activities to stimulate children's enthusiasm for participating in activities. In the way of information presentation, we can learn from R? 6? 1 reading, etc. (1998). He believes that individuals can learn best only when information is presented to them in the way they like. In kindergarten activities, teachers present information in many ways, including words, pictures and hearing. One of the ways to improve the learning effect is to adopt the information presentation mode suitable for individual differences. However, children with different learning styles have different abilities and ways to receive and represent information, and each has its own advantages and disadvantages. For example, under the condition of speech mode, speech mode is dominant in learning; Under the condition of picture mode, metaphor is dominant in learning. Although it is feasible to adopt oral presentation, considering the different learning styles of children, teachers should adopt other presentation methods or adopt various information presentation methods to meet the needs of different individuals. In kindergarten learning activities, teachers should use the combination of graphics and text or multimedia technology to teach, which can not only arouse children's interest to a great extent, but also meet the needs of children with different learning styles. (II) Evaluation Method 200 1 The Guiding Outline of Kindergarten Education (Trial) clearly points out: "Educational evaluation is an important part of kindergarten education and a necessary means to understand the suitability and effectiveness of education, adjust and improve work, promote the development of every child and improve the quality of education." Therefore, carrying out individual difference education in kindergartens will inevitably require our educational evaluation to reflect individual differences. We can get some enlightenment from the theory of multiple intelligences and the evaluation of preschool children's ability: 1. Evaluate children's development from various fields. Both Feldman and Gardner believe that people's cognitive ability is different in different fields, so when evaluating individual's cognitive ability and potential, we should provide them with materials and information in different fields. The theory of multiple intelligences emphasizes that everyone has his own superior intelligence and unique intelligence combination, and has his own characteristics and style. There are no so-called "poor students" and children unsuitable for education, only education unsuitable for children. The purpose and function of educational evaluation is to discover and identify each child's intellectual characteristics, teach students in accordance with their aptitude, learn from each other's strong points and learn from each other's strong points, and help them achieve all-round development with individual characteristics. 2. Show your child's advantages. "Display" is an important evaluation concept in the theory of multiple intelligences. Gardner and his colleagues have created a "spectrum classroom" for children with interesting, rich and challenging materials, so that they can fully "show their unique wisdom" in complex interactions. Inspired by this concept, teachers should regard evaluation activities and evaluation processes as a "platform" for children's self-expression and encourage them to fully demonstrate their efforts and achievements. Teachers can learn and discover the advantages and potentials of each child. For example, in the corner layout of kindergartens, all intelligent fields should be taken into account, so that some children have good artistic expression skills, although they are not interested in scientific common sense areas, and can give full play to their ability advantages in manual work areas or painting areas. 3. Evaluation highlights the incentive function, and cherishes and encourages the progress of every child on the original basis. For example, children who come to the park for the first time are often reluctant to come to the park because they are afraid of eating slowly and taking off their clothes. Teachers should not make uniform rules and requirements, and strive to accept and encourage children to put on and take off their clothes in different ways. As long as children wear clothes with their own original experience, they can get the affirmation and encouragement of teachers. Dressing in this way will not make children feel embarrassed, nor will they come to kindergarten because they are afraid of dressing. Evaluation advocates diversified evaluation contents, flexible and diverse evaluation methods, routine evaluation and growth records (portfolio and performance display), which means that children "experience the happiness of growth" in person, rather than the distress they face when being evaluated across the board. (3) The creation of environmental factors in kindergarten environment is one of the important factors of individual difference education. From the creation of physical environment, it is necessary to open up multiple areas in the children's activity room, and each area provides rich materials, which reflects diversity in type and hierarchy in structure to meet children's different needs for materials. In addition, there should be a distinction in the activity space. Because children have a good impression on the environment, it is best to separate quiet activity areas from noisy activities to reduce the impact of irrelevant stimuli on children. The activity area should also provide appropriate private space to meet the needs of children's independent activities. From the psychological and social environment, teachers should create a warm and harmonious atmosphere for children, so that children can learn and play easily and naturally. In the process of children's autonomous learning, teachers should treat children's performance with encouragement and appreciation, and intervene in time rather than easily in the process of guidance. Summary: "Respecting students' individuality and paying attention to individual differences" is a hot topic in today's education field, and it should also become the trend of future education development. Unified teaching is not conducive to cultivating diversified talents full of fresh personality needed in the era of knowledge economy. Every child is a potential talent and has his own intellectual characteristics, learning types and development direction. Therefore, teachers should make diversified teaching choices to meet the needs of individual differences. People-oriented spirit of the times calls for education that respects individual differences.