Therefore, since middle school, our school has been teaching students Chinese and mathematics to varying degrees. Theoretically speaking, hierarchical teaching is undoubtedly an effective measure for all students to make progress together, and it is also an effective way to teach students in accordance with their aptitude. How to really implement hierarchical teaching? I think we should start from the following aspects:
First of all, students are stratified
To carry out stratified teaching for students, we must first determine the standards for students' stratification. Because the object of our education is students, not products in factories, we should stratify students according to their autonomous learning ability and intelligence, not simply based on their grades.
Group a (excellent layer): solid foundation, strong acceptance, correct learning method and excellent grades;
Group B (development layer): average foundation, fair ability, self-consciousness, self-motivation and average grades;
Group C (improving the level): weak foundation, weak acceptance, low learning enthusiasm, problems with learning attitude and habits, and difficulties in learning.
Here, in order to protect students' self-esteem, we can't use such words as "excellent", "average" and "poor". The significance of students' stratification lies in establishing different educational goals and adopting different teaching methods according to the differences of students' thinking development level, intelligence and cognitive structure at different levels, which not only takes care of the phenomenon of "not having enough to eat" of outstanding students, but also solves the problem of "not having enough to eat" of ordinary students.
Second, prepare lessons at different levels
Preparing lessons in different levels is the premise and key link of doing well in different levels teaching. Teachers are required to emphasize the hierarchy of lesson preparation, pay attention to teaching students in accordance with their aptitude, and design the whole process of hierarchical teaching for students of different levels on the basis of a thorough understanding of curriculum standards and teaching content. The content arrangement should conform to the students' cognitive rules and acceptance ability, so as to make it from easy to difficult, from simple to complicated, and highlight the key points.
For group C students, the teacher should try to design some simple and easy-to-imitate problems, which can only be solved through the teacher's guidance or simple group discussion.
For group B students, the difficulty of designing questions should be moderate, the gradient should be slightly hard, and some problems of cultivating thinking ability should be considered. Students are required to master basic knowledge skillfully and pay attention to the design and development of understanding and thinking ability.
For students in Group A who want to design flexibly but have some difficulties, they are required to have a deep understanding of the basic knowledge and be able to use it flexibly, and pay attention to the problems of designing, cultivating creativity, imagination and developing personality.
The design of lesson preparation should set three lines of "all", "advance" and "supplement" according to the situation. According to students' different acceptance ability, there are different requirements in classroom capacity; In view of the differences in students' intelligence, there are differences in classroom questioning, example explanation and consolidation exercises, which require different levels of thinking and emphasize pertinence, which not only ensures "facing the whole", but also takes into account "improving" and "making up for differences".
Third, teaching stratification.
Hierarchical teaching is the most difficult part in hierarchical teaching, and it is also the part that can best reflect the wisdom and creativity of teachers, similar to compound teaching. It is necessary to face all students and pay attention to individual differences. The key is to ask different questions to students at different levels through multimedia or tutoring programs, which truly reflects the hierarchy of the class.
In order to implement the goal of stratification, teachers must pay attention to the easy before the difficult, pay attention to the foundation, improve moderately, truly reflect the hierarchy of "low starting point and small slope", and also pay attention to the connection and transition between levels, so that students can learn naturally and easily. Teachers should design their own examples according to the content of the textbook and hand them out layer by layer. The designed questions are also layers of questions, so that students of what level can answer the questions of what level.
In class, we should pay special attention to the transformation of students with learning difficulties. The so-called "students with learning difficulties" are usually students with poor academic performance and poor discipline. In fact, these students have strong self-esteem, but because they rarely get respect from others, they often show laziness, timidity and inferiority, lack self-confidence, and are always shrouded in the shadow of failure. Teachers' concern is the catalyst for students' progress. Usually, students with learning difficulties should be given more opportunities to show their progress in time and let them taste the sweetness of success. This can not only stimulate students' intelligence, but also enhance their self-confidence, thus giving play to their subjective initiative.
Fourth, homework stratification.
In order to achieve the goal of "the top is not capped, and the bottom is guaranteed" in teaching, students' homework should be layered in design, layout and correction.
The design of homework questions should be based on basic questions, variant exercises and comprehensive questions, and form a step-by-step problem group from easy to difficult to adapt to the learning of students at different levels. At the same time, the workload should be appropriately different. When assigning homework, students at all levels are required to complete problems with strong foundation and effective consolidation of classroom knowledge. Some exploratory and creative questions can be appropriately added as thinking questions for A-level students to train.
Students at different levels have different requirements for correcting homework. As far as possible, make face-to-face corrections to C-level students, give individual counseling, point out the causes of mistakes and urge them to correct them in time to help them truly understand and master the basic knowledge. For students of Class A and B, when correcting homework, we should give timely guidance and pay attention to the cultivation of self-study ability.
Five, counseling stratification
As the saying goes: No matter how good the grassland is, there will be several "thin horses". Therefore, personalized tutoring after class is an extension and supplement of classroom teaching. We strengthen personalized counseling in order to generally improve the comprehensive quality of underachievers and reduce the learning burden of teachers and students.
First of all, make a good counseling plan. Individual counseling generally adopts three settings: time, personnel and content. ① Regularly answer questions and deal with students' common problems. (2) Designate a person to arrange targeted counseling according to students' personality differences and learning ability. (3) The content is mainly to supervise and correct the latest exercise papers and homework, especially the difficulties and puzzles in learning.
Secondly, teachers should also pay attention to the extra-curricular counseling links of "nurturing the excellent" and "reinforcing the weak". For group C students, it is mainly to encourage self-confidence, cultivate interest, pay attention to habit formation and guide learning methods. You can set up a study group, and with the help of students with relatively good grades, do a good job of "pairing assistance" to help them digest the basic knowledge in class and correct mistakes in their homework. Group B students are the key targets of extracurricular tutoring. Group counseling can be conducted to point out common mistakes in knowledge mastery, or group A students can be asked to help solve them and pay attention to the cultivation of ability and confidence. For group A students, we should pay attention to individual guidance, broaden the classroom content and cultivate the ability of exploration, innovation and comprehensive application.
Six, evaluation stratification
Evaluation is very important to improve students' learning enthusiasm. We should pay attention to discovering students' "bright spots" and give them affirmation and praise in time. Because students' habits, intelligence, interests and personality are very different, the evaluation of students should be layered.
The evaluation of students is divided into strict evaluation, incentive evaluation and appreciation evaluation. For group C students, we should use appreciation evaluation method to affirm and encourage their progress; For group B students, it is required to encourage evaluation. You can add some comments, such as "it would be better to work harder!" For students in group A, we should not only encourage them, but also strictly demand them to be better among the excellent students.
To sum up, hierarchical teaching is not only a teaching model, but also a teaching strategy. It emphasizes that teachers' teaching should adapt to students' learning, and recognizes the importance of individual differences among students. Compared with traditional classroom teaching, the implementation of hierarchical teaching is more conducive to the improvement of students' comprehensive quality, the display of excellent students' comprehensive ability and the excavation and promotion of low-level students' potential.