1. student stratification: in my daily teaching, according to the differences of students in the class in knowledge, ability, skills, affection, etc., it is reasonably divided into layers (A, B, C) and groups (4-5 people in each group) to ensure homogeneity within the group, and there are layers of heterogeneity within the group.

2. Teaching stratification: there are not only "integration" links for the whole class, but also "division" links for "improving quality" and "making up differences", including unified teaching, answering questions and summing up for the whole class, as well as some exercises, evaluations and individual guidance, as well as group learning, self-study and cooperative learning.

3. Stratification of goals: According to the students' reality, the teaching content and goals suitable for students with different basic and cognitive levels should be formulated. The goal set by teachers must be that students can "stand on tiptoe or jump and touch".

4. Hierarchy of evaluation: As long as students make a little progress on the original basis, teachers should give encouragement and affirmation in time and return the "long-lost" confidence of underachievers to them.

Pay attention to this question:

1. Create a psychological atmosphere of "underachievers" and do everything possible to eliminate the inferiority consciousness of underachievers, thus enhancing the concept of self-improvement of underachievers;

2. Usually, the test takes the group as a unit, aiming at strengthening the students' idea of cooperation and mutual assistance, and emphasizing that the personal image represents the group image to urge the underachievers to make progress;

3. The teacher's task is to talk less, concentrate, put universal problems into heterogeneous groups for discussion, and let the teacher get rid of "cramming" teaching and conduct patrol guidance.

4. Respect students' differences. "Clear water means no fish". Difference is also a kind of beauty. Facing up to differences, using differences, developing differences and eliminating differences are our goals.

5. Teachers should set appropriate goals, students must "stand on tiptoe or jump to touch", create opportunities for underachievers to gain a sense of accomplishment, and give them timely and appropriate affirmation and encouragement.

Results achieved:

1. Give full play to students' subjectivity.

2. Changed the concept of learning.

4. Enhance the sense of cooperation.

5. Improve the overall quality

6. Enhanced sense of ownership.

The third aspect: innovate the classroom and create a student-centered teaching environment.

Last semester, our school launched the "innovative classroom teaching" teaching competition for young teachers, focusing on how to improve students' learning enthusiasm and participation, how to cultivate cooperation ability in the classroom, and how to innovate teaching methods and forms.

Activity requirements: (five modernizations)

1. Multiple teaching objectives.

2. Subjective teaching activities.

3. Flexible teaching methods.

4. Democratization of teaching atmosphere.

5. The teaching process is dynamic.

Experience summary:

Classroom teaching should be a process of equal dialogue, communication and encouragement between people. In innovative classroom teaching activities, teachers create situations according to subject characteristics, combine skill learning with theoretical practice, and hand over the classroom to students, which greatly improves students' interest in classroom teaching, fully cultivates students' innovative thinking and comprehensive quality, and receives good learning results. For example, the math teacher Professor Liang Jing's "Dihedral Angle" class requires students to make different types of dihedral angle models in groups on the basis of full preview, and show and explain them in groups in class. In the course of this activity, they not only mastered the corresponding knowledge points, but also improved their comprehensive qualities such as cooperation with others, oral expression and combination of hands and brains. Another example is the introduction class of Chinese teacher Ada, which creates a situation of flea market in class. After students have fully previewed the main points of introduction, ask them to prepare a small item to communicate with others. Ask everyone to introduce the characteristics of their articles and complete the barter exchange with their classmates. In this importing process, on the one hand, students take part in the classroom teaching seriously and actively, and try their best to "sell" their own goods by using the imported knowledge points; On the other hand, the teacher skillfully strengthened this knowledge point and put forward the key points in the final comment, so that students can master the knowledge point more clearly and accurately when participating in the activities; Thirdly, it expands the content of Chinese classroom.

Second, change the content of institutional innovation.

Strengthening the connection between cultural courses and professional courses, professional courses and professional courses in classroom teaching, and combining them at an appropriate time, can better improve students' learning enthusiasm and professional comprehensive application quality. Therefore, in the process of this activity, we especially require teachers to integrate with each other, fully understand the students' learning situation, and comprehensively improve their comprehensive ability and professional quality. For example, in the course Music in My Heart taught by Mr. Feng He, a Chinese group, in order to let students know the author Chen Gang's unique music viewpoint more professionally and truly, he invited Mr. An, our music appreciation class, to come to this class with him in the form of an interview, which gave students a strong stimulus from the perspectives of vision, thinking and form. During the teaching process, two teachers guided and expounded their views, and students actively participated in the discussion, which not only deeply understood the content of the text, but also honed their own abilities. The professional simulation training courses of several professional teachers connect accounting, economic law, marketing and other professional courses in the form of simulation training, so that students can strengthen their professional knowledge, understand the practical application and complete the real transition from theory to practical work.

Third, innovate methods and open up space.

1. Activate the "exciting point" and fully mobilize the enthusiasm for learning.

Wonderful classroom lead-in can often bring students new and intimate feelings, which can not only make students quickly change from inhibition to excitement, but also make students regard learning as a kind of self-need and naturally enter the situation of learning new knowledge. For example: novel and lively knowledge contests, highly specialized financial issues, interesting questions and answers or riddles, teamwork and competition on the same stage, current affairs and social hot topics, as well as sketches, sitcoms, forum games and other forms.

2. Create "activity points" to realize the diversification of teaching objectives.

Learning is not a process of passive absorption, so the best way to learn is to learn by doing, and turn "listening" knowledge into "understanding" knowledge in activities. For example, in the study of the viewpoint of "goodness" in Chinese, the teacher adopts the form of classroom activities in which the opposing sides debate, so that students can finally understand what goodness is and whether we should adhere to it; In English class, in order to improve the accuracy of students' pronunciation, an English tongue twister competition is held; Music appreciation class is a competition to show the connotation of music with group sketches; The accounting course adopts the way of internship to experience the real operation process and so on. These classroom teaching activities closely focus on the learning of knowledge points, and put knowledge system in them, so that students can try to cooperate, experience operation, accept opinions, strengthen knowledge, improve quality and realize the diversification of teaching objectives.

3. Do a good job in the "discussion point" of the problem, so that students can become the main load in the classroom.

In classroom teaching, organize students to fully discuss, evaluate each other, give feedback and encourage each other with a positive attitude. For example, when Mr. Liu Ming talks about the application of functions, he combines practical or interesting questions such as "telephone monthly rent", "computer Excel table" and "the story of the race between the tortoise and the rabbit" with knowledge points, so that students can always immerse themselves in the vagaries of function curves and naturally become the main body of teaching activities.

Fourthly, update the concept of comprehensive evaluation of teachers' classroom teaching.

Combined with students' requirements for innovative classroom teaching, I think the following points must be made clear in teaching:

The classroom environment needs a taste of discipline.

-class discussion should have intrinsic value.

Cooperative learning should give every student something to do.

-Experience activities need to be improved.

-Openness does not mean letting go.

Solid and effective is the lifeline of classroom teaching. The two dimensions that classroom teaching should always pay attention to are "the degree of realization of teaching goals" and "by what means to achieve goals". So, what kind of class is a good class? Based on the above, I think a good class should have the following basic characteristics.

1. Good lessons have virtues.

2. Good lessons are effective.

3. A good lesson in democracy.

4. Seek truth from good lessons.

5. Good classes are all done after class.

Generally speaking, the improvement of teaching quality cannot be solved overnight. We need to make great efforts to explore and study. Problems in any link will be affected. Therefore, as a teaching manager, we should first constantly update our concepts and improve our theoretical level. While doing a good job in management, I try my best to join hands with teachers and devote myself to teaching research and exploration. Only by continuous innovation can we be influenced.