Britain is one of the first countries in the world to implement the class teaching system. However, while giving full play to the advantages and advantages of this modern education system, they also take corresponding measures to make up for their own shortcomings in individual education. To this end, the teaching organizations in primary and secondary schools in Britain have always maintained two systems: curriculum teaching and individual counseling. The course teaching system is linked by teaching and research groups (sub-disciplines) and composed of teachers. Its main duty is to systematically teach the whole class. Individual counseling system is linked by grade group (divided by grade) and consists of tutors. Its main duty is to give individual counseling to children of this grade. This dual-track parallel teaching organization not only carries forward the advantages of systematic teaching, batch training and large-scale improvement of teaching quality, but also overcomes the shortcomings of teaching students in accordance with their aptitude, and fully takes care of each child's individual needs and personality development.

British primary and secondary schools pay full attention to individual education when making teaching plans. Usually, the school has an overall teaching plan for each grade and class, which stipulates the categories, class hours and teaching progress of compulsory courses for children. At the same time, teachers and tutors are also responsible for making personalized teaching plans for each child. In addition, special education in Britain is very developed. Almost every county has a relatively complete set of special schools for deaf, blind, dumb, mentally retarded, mentally retarded and physically disabled. At the same time, every ordinary primary and secondary school has a special education teaching and research group. The main responsibility of the special education group is to provide special education to those special children who have passed the national standard test and registered in the whole school. The high popularity of this kind of special education also reflects the emphasis on individual education from one side.

The objective result of attaching importance to individual education is that children's personality development is very distinct, full of vitality and creativity. This point was deeply touched by our field trip to the case school. For example, if a stranger comes into the classroom, as long as the teacher allows, students will take the initiative to come around and say hello and talk. In the classroom discussion, the students spoke enthusiastically, and in the experimental class, they showed strong practical ability. In various optional activity courses, each student has his own special interests and unique skills. When we asked why the school attached so much importance to individual education, a middle school principal in Leicester told us: "Every child has his inherent potential and characteristics, so it is our responsibility to ensure that every child can fully develop his inherent foundation and quality, so that they can become people with general qualities of citizens, distinctive personalities and unique talents, and become people who can stand on their own feet and be useful to society."

The teacher revolves around the students.

Primary and secondary school students in Britain have six classes every day, each class is 50 minutes (arrive at school at 9 am and leave school at 4 pm). In class, teachers seldom participate in full-house irrigation. Usually the teacher only teaches 15-20 minutes, and the rest time is reserved for students to learn by themselves. Students study textbooks or do homework and exercises independently. The teacher's main task in class is to explain the main contents of the textbook in an outline, and then make a tour of answers and guidance. The whole teaching process can be said that teachers surround students. Students study in various ways in class. When you enter the classroom, you will see some reading textbooks, some discussing with each other, some operating teaching AIDS, and some asking teachers. Although the teaching order doesn't look quiet and tidy, the students' learning expressions are very dedicated, and the classroom atmosphere is full of vigor and vitality. This teaching method centered on children's main activities keeps students in a state of active brain and independent thinking. In this teaching process, students not only gain knowledge, but also learn learning methods, and cultivate and exercise their innovative consciousness and ability to discover knowledge and explore truth.

Paying attention to teaching practice and cultivating students' practical ability is another remarkable feature of British teaching. The classrooms of primary and secondary schools in Britain are always filled with all kinds of teaching AIDS and toys. A considerable part of students' main activities in class are to operate these teaching AIDS and toys under the guidance of teachers. The teaching of physics, chemistry, biology and other science courses is accompanied by a large number of demonstration experiments and group experiments, while the teaching of English, history, geography, society, foreign languages and other courses relies heavily on modern audio-visual teaching methods. At the same time, the school often holds various activities such as visits, internships and apprenticeships in combination with the teaching content. For example, lectures on biology will take students to visit natural museums, lectures on history will take students to visit historical exhibition halls, lectures on astronomy will take students to planetariums, and lectures on religion will take students to churches. In a case school in Northampton, I once experienced the "China Week" held by the school, which combined the teaching of history and geography. In this week, the school is full of symbols and characteristics of China culture, and the whole campus is full of the atmosphere of China culture. Not only that, the school also took all the fourth-grade students to the "China City" in London (a Chinese residential area) and the China Exhibition Hall of the Victoria Museum about 100 miles away. This teaching form is many times better than abstract teaching. In addition, British primary and secondary schools also highlight practical knowledge and skills teaching in the curriculum. There is a course called technology course, the main content and purpose of which is to cultivate students' practical ability and let them master the necessary skills in daily life, such as electrician, hydraulic engineering, woodworking skills, home appliance operation and simple maintenance skills, automobile principle, driving skills and so on. In order to cooperate with the teaching of this course, ordinary middle schools have practice workshops. There are all kinds of conventional tools and lathes in the workshop. Because of attaching great importance to teaching practice, the practical ability of primary and secondary school students is generally strong.

Integrating moral education into teaching activities

Britain is a country that advocates "gentlemanly manners". This reflects from one side that this nation has a high level of civilization. However, it is difficult to find special moral education courses in Britain. In the past, religious courses were the main channel for moral education infiltration in primary and secondary schools. However, since the 1970s and 1980s, more and more British teenagers began to disbelieve in religion, so the moral education function of religious classes is shrinking. Now, except for a few schools founded by churches, most primary and secondary schools have cancelled religious courses. So how is moral education implemented?

The main channel of moral education implementation is the teaching of various subjects. The British Basic Law on Education clearly stipulates that all kinds of schools at all levels should take civic literacy education as the basic task and goal of teaching, and at the same time, it requires that any teaching must run through the educational principle, that is, moral education and civic quality education should be organically infiltrated into all kinds of teaching. This idea is first embodied in the compilation of teaching materials. British textbooks for primary and secondary schools are compiled according to the dual principles of science and value. The content of the textbook organically combines science education with humanities education, and organically combines the teaching of knowledge of nature and social knowledge with the infiltration of humanitarianism and national consciousness. Secondly, it is reflected in the teaching requirements for teachers. In teaching management, primary and secondary schools in Britain generally require teachers to embody scientific ideas, truth, values and humanistic spirit when excavating and explaining teaching contents. At the same time, every teacher is required to set an example in the teaching process and educate students by setting an example with his own personality and conduct. During the investigation in Britain, we really feel that British teachers have a strong sense of professionalism and responsibility, and their words and deeds show a high degree of civilization and morality, which is undoubtedly the best moral education factor for students. In addition, the school also carries out ideological and moral education for students through campus culture, etiquette activities, social practice, daily management and the cooperation between the school and parents and the community. Formally speaking, although British primary and secondary schools do not invest much in moral education, the effect of moral education is very good. This is mainly manifested in the fact that students generally have high moral civilization accomplishment.