Students' ability to accept e is obviously longer than other students. Some students have participated in off-campus training, some even participated in competitions, and some students have never even touched computers. Therefore, they will have differences when learning different contents. Second, the differences in learning interests. Class A students have strong interest in learning, wide interests and hobbies, strong thirst for knowledge, solid basic knowledge and stable academic performance; Class B students have good intelligence factors, lack of hard work, partial interest in learning, unstable grades, but potential; Class C students are relatively poor in intelligence or non-intelligence factors, study hard and have unsatisfactory grades. Only students who are interested in information technology will get twice the result with half the effort. Only by understanding the differences between students and analyzing the causes of the differences can "differential teaching" be implemented. Faced with many differences, it is inevitable that different teaching methods will be adopted in information technology. This is also an important means to improve the current situation of information technology teaching and comprehensively improve students' information literacy. So how to carry out differential teaching and what kind of teaching methods are adopted to promote differential teaching? I adopted the following methods: 1, and adopted the "task-driven" teaching method to make students clear their learning tasks. Let students have clear learning goals and tasks, drive them to solve problems by themselves, and thus cultivate their innovative ability and exploration ability. 2, strict classroom teaching, so that students are not lazy. In the first information technology class of each semester, I will seriously announce some classroom disciplines to students, and clearly put forward that it is forbidden to play games, chat online, do things unrelated to the classroom, and treat the classroom as a teahouse. In every class, the teacher's eyes are like "electronic eyes" at the crossroads. They never let go of anyone who runs a red light, observe the subtle changes of each classmate, and are good at discovering the "secret" actions of classmates, especially the corners that are easily forgotten, which deserve special attention. Give full play to multimedia teaching control software, and teachers should "broadcast all the time" when explaining; Students should switch to the "monitoring" function in time when operating, and be responsible for the "catch me if you can". This practice is mainly to establish the majesty of teachers, so that students have a kind of awe of teachers and dare not relax; Teachers pay full attention to every student, urge every student, and effectively help students control themselves in class. Thirdly, a harmonious and free teaching atmosphere can enable students to give full play to their intelligence. "Conscientiousness and freedom", seriousness is just a norm, and freedom is the release of students' learning thinking. This kind of freedom should be embodied in the information technology classroom, so that students can be free and unfettered in their study, and only then can they have a collision of thinking, flash the spark of thinking, let the "poor students" ask questions and let the "excellent students" question. Let the boring content become lively and interesting, let the simple and unified operation be full of vitality, and let the "mystery" of the computer eliminate the "mystery". We can adopt the methods of competition, exhibition of works and integration with other disciplines. This practice can make "gifted students" and "poor students" integrate into the classroom, and let every student learn something without leaving the classroom. Fourth, difference evaluation, timely feedback First of all, teachers should find the differences between students according to their understanding of basic knowledge preparation, intelligence level, learning interest and attitude, learning methods, etc. In the teaching process, they should get feedback in time, solve problems in time, and ask students at different levels to see if they meet the expected requirements. Secondly, it is necessary to make an enlightening difference evaluation for each student's potential, so that evaluation can be a catalyst to stimulate students at different levels to learn information technology well. Students with good foundation and rapid progress have strong self-confidence, and their evaluation should be strict. They are not only required to correctly answer and complete the tasks assigned by teachers, but also required to solve problems in different ways. Students with learning difficulties have poor foundation, slow progress and strong sense of inferiority. We should try our best to find their bright spots, evaluate them with inspiring language, help them build up confidence, improve their interest in learning, and let them always get the joy of success. Fifth, focus on the goal, cultivate the excellent and make up the poor-strengthen the coordination between extracurricular counseling and in-class teaching. "Pedagogy" clearly points out that "individual counseling can be conducted on the basis of classroom teaching and according to the different requirements of students." In a sense, this "pertinence" is the "guiding ideology" of counseling, and this "individual" means that counseling must be "layered". Therefore, we should pay attention to finding problems in the classroom and finding a "seedling" with development in one aspect. Then, in extracurricular tutoring, it is possible to "find the difference to fill the gap" for students with poor foundation and "open a small stove" for gifted students. In short, teachers should make a comprehensive evaluation according to the specific conditions of students, encourage them more and criticize them less, so that students can have a sense of self-transcendence and give full play to their learning potential. What is the difference? I think there are the following: first, the differences in students' basic skills, such as student A being more agile in class than student B; Student C is good at visual memory of images, while student D is good at abstract language memory. Students' ability to accept e is obviously longer than other students. Some students have participated in off-campus training, some even participated in competitions, and some students have never even touched computers. Therefore, they will have differences when learning different contents. Second, the differences in learning interests. Class A students have strong interest in learning, wide interests and hobbies, strong thirst for knowledge, solid basic knowledge and stable academic performance; Class B students have good intelligence factors, lack of hard work, partial interest in learning, unstable grades, but potential; Class C students are relatively poor in intelligence or non-intelligence factors, study hard and have unsatisfactory grades. Only students who are interested in information technology will get twice the result with half the effort. Only by understanding the differences between students and analyzing the causes of the differences can "differential teaching" be implemented. Faced with many differences, it is inevitable that different teaching methods will be adopted in information technology. This is also an important means to improve the current situation of information technology teaching and comprehensively improve students' information literacy. So how to carry out differential teaching and what kind of teaching methods are adopted to promote differential teaching? I adopted the following methods: 1, and adopted the "task-driven" teaching method to make students clear their learning tasks. Let students have clear learning goals and tasks, drive them to solve problems by themselves, and thus cultivate their innovative ability and exploration ability. 2, strict classroom teaching, so that students are not lazy. In the first information technology class of each semester, I will seriously announce some classroom disciplines to students, and clearly put forward that it is forbidden to play games, chat online, do things unrelated to the classroom, and treat the classroom as a teahouse. In every class, the teacher's eyes are like "electronic eyes" at the crossroads. They never let go of anyone who runs a red light, observe the subtle changes of each classmate, and are good at discovering the "secret" actions of classmates, especially the corners that are easily forgotten, which deserve special attention. Give full play to multimedia teaching control software, and teachers should "broadcast all the time" when explaining; Students should switch to the "monitoring" function in time when operating, and be responsible for the "catch me if you can". This practice is mainly to establish the majesty of teachers, so that students have a kind of awe of teachers and dare not relax; Teachers pay full attention to every student, urge every student, and effectively help students control themselves in class. Thirdly, a harmonious and free teaching atmosphere can enable students to give full play to their intelligence. "Conscientiousness and freedom", seriousness is just a norm, and freedom is the release of students' learning thinking. This kind of freedom should be embodied in the information technology classroom, so that students can be free and unfettered in their study, and only then can they have a collision of thinking, flash the spark of thinking, let the "poor students" ask questions and let the "excellent students" question. Let the boring content become lively and interesting, let the simple and unified operation be full of vitality, and let the "mystery" of the computer eliminate the "mystery". We can adopt the methods of competition, exhibition of works and integration with other disciplines. This practice can make "gifted students" and "poor students" integrate into the classroom, and let every student learn something without leaving the classroom. Fourth, difference evaluation, timely feedback First of all, teachers should find the differences between students according to their understanding of basic knowledge preparation, intelligence level, learning interest and attitude, learning methods, etc. In the teaching process, they should get feedback in time, solve problems in time, and ask students at different levels to see if they meet the expected requirements. Secondly, it is necessary to make an enlightening difference evaluation for each student's potential, so that evaluation can be a catalyst to stimulate students at different levels to learn information technology well. Students with good foundation and rapid progress have strong self-confidence, and their evaluation should be strict. They are not only required to correctly answer and complete the tasks assigned by teachers, but also required to solve problems in different ways. Students with learning difficulties have poor foundation, slow progress and strong sense of inferiority. We should try our best to find their bright spots, evaluate them with inspiring language, help them build up confidence, improve their interest in learning, and let them always get the joy of success. Fifth, focus on the goal, cultivate the excellent and make up the poor-strengthen the coordination between extracurricular counseling and in-class teaching. "Pedagogy" clearly points out that "individual counseling can be conducted on the basis of classroom teaching and according to the different requirements of students." In a sense, this "pertinence" is the "guiding ideology" of counseling, and this "individual" means that counseling must be "layered". Therefore, we should pay attention to finding problems in the classroom and finding a "seedling" with development in one aspect. Then, in extracurricular tutoring, it is possible to "find the difference to fill the gap" for students with poor foundation and "open a small stove" for gifted students. In short, teachers should make a comprehensive evaluation according to the specific conditions of students, encourage them more and criticize them less, so that students can have a sense of self-transcendence and give full play to their learning potential. What is the difference? I think there are the following: first, the differences in students' basic skills, such as student A being more agile in class than student B; Student C is good at visual memory of images, while student D is good at abstract language memory. Students' ability to accept e is obviously longer than other students. Some students have participated in off-campus training, some even participated in competitions, and some students have never even touched computers. Therefore, they will have differences when learning different contents. Second, the differences in learning interests. Class A students have strong interest in learning, wide interests and hobbies, strong thirst for knowledge, solid basic knowledge and stable academic performance; Class B students have good intelligence factors, lack of hard work, partial interest in learning, unstable grades, but potential; Class C students are relatively poor in intelligence or non-intelligence factors, study hard and have unsatisfactory grades. Only students who are interested in information technology will get twice the result with half the effort. Only by understanding the differences between students and analyzing the causes of the differences can "differential teaching" be implemented. Faced with many differences, it is inevitable that different teaching methods will be adopted in information technology. This is also an important means to improve the current situation of information technology teaching and comprehensively improve students' information literacy. So how to carry out differential teaching and what kind of teaching methods are adopted to promote differential teaching? I adopted the following methods: 1, and adopted the "task-driven" teaching method to make students clear their learning tasks. Let students have clear learning goals and tasks, drive them to solve problems by themselves, and thus cultivate their innovative ability and exploration ability. 2, strict classroom teaching, so that students are not lazy. In the first information technology class of each semester, I will seriously announce some classroom disciplines to students, and clearly put forward that it is forbidden to play games, chat online, do things unrelated to the classroom, and treat the classroom as a teahouse. In every class, the teacher's eyes are like "electronic eyes" at the crossroads. They never let go of anyone who runs a red light, observe the subtle changes of each classmate, and are good at discovering the "secret" actions of classmates, especially the corners that are easily forgotten, which deserve special attention. Give full play to multimedia teaching control software, and teachers should "broadcast all the time" when explaining; Students should switch to the "monitoring" function in time when operating, and be responsible for the "catch me if you can". This practice is mainly to establish the majesty of teachers, so that students have a kind of awe of teachers and dare not relax; Teachers pay full attention to every student, urge every student, and effectively help students control themselves in class. Thirdly, a harmonious and free teaching atmosphere can enable students to give full play to their intelligence. "Conscientiousness and freedom", seriousness is just a norm, and freedom is the release of students' learning thinking. This kind of freedom should be embodied in the information technology classroom, so that students can be free and unfettered in their study, and only then can they have a collision of thinking, flash the spark of thinking, let the "poor students" ask questions and let the "excellent students" question. Let the boring content become lively and interesting, let the simple and unified operation be full of vitality, and let the "mystery" of the computer eliminate the "mystery". We can adopt the methods of competition, exhibition of works and integration with other disciplines. This practice can make "gifted students" and "poor students" integrate into the classroom, and let every student learn something without leaving the classroom. Fourth, difference evaluation, timely feedback First of all, teachers should find the differences between students according to their understanding of basic knowledge preparation, intelligence level, learning interest and attitude, learning methods, etc. In the teaching process, they should get feedback in time, solve problems in time, and ask students at different levels to see if they meet the expected requirements. Secondly, it is necessary to make an enlightening difference evaluation for each student's potential, so that evaluation can be a catalyst to stimulate students at different levels to learn information technology well. Students with good foundation and rapid progress have strong self-confidence, and their evaluation should be strict. They are not only required to correctly answer and complete the tasks assigned by teachers, but also required to solve problems in different ways. Students with learning difficulties have poor foundation, slow progress and strong sense of inferiority. We should try our best to find their bright spots, evaluate them with inspiring language, help them build up confidence, improve their interest in learning, and let them always get the joy of success. Fifth, focus on the goal, cultivate the excellent and make up the poor-strengthen the coordination between extracurricular counseling and in-class teaching. "Pedagogy" clearly points out that "individual counseling can be conducted on the basis of classroom teaching and according to the different requirements of students." In a sense, this "pertinence" is the "guiding ideology" of counseling, and this "individual" means that counseling must be "layered". Therefore, we should pay attention to finding problems in the classroom and finding a "seedling" with development in one aspect. Then, in extracurricular tutoring, it is possible to "find the difference to fill the gap" for students with poor foundation and "open a small stove" for gifted students. In short, teachers should make a comprehensive evaluation according to the specific conditions of students, encourage them more and criticize them less, so that students can have a sense of self-transcendence and give full play to their learning potential. What is the difference? I think there are the following: first, the differences in students' basic skills, such as student A being more agile in class than student B; Student C is good at visual memory of images, while student D is good at abstract language memory. Students' ability to accept e is obviously longer than other students. Some students have participated in off-campus training, some even participated in competitions, and some students have never even touched computers. Therefore, they will have differences when learning different contents. Second, the differences in learning interests. Class A students have strong interest in learning, wide interests and hobbies, strong thirst for knowledge, solid basic knowledge and stable academic performance; Class B students have good intelligence factors, lack of hard work, partial interest in learning, unstable grades, but potential; Class C students are relatively poor in intelligence or non-intelligence factors, study hard and have unsatisfactory grades. Only students who are interested in information technology will get twice the result with half the effort. Only by understanding the differences between students and analyzing the causes of the differences can "differential teaching" be implemented. Faced with many differences, it is inevitable that different teaching methods will be adopted in information technology. This is also an important means to improve the current situation of information technology teaching and comprehensively improve students' information literacy. So how to carry out differential teaching and what kind of teaching methods are adopted to promote differential teaching? I adopted the following methods: 1, and adopted the "task-driven" teaching method to make students clear their learning tasks. Let students have clear learning goals and tasks, drive them to solve problems by themselves, and thus cultivate their innovative ability and exploration ability. 2, strict classroom teaching, so that students are not lazy. In the first information technology class of each semester, I will seriously announce some classroom disciplines to students, and clearly put forward that it is forbidden to play games, chat online, do things unrelated to the classroom, and treat the classroom as a teahouse. In every class, the teacher's eyes are like "electronic eyes" at the crossroads. They never let go of anyone who runs a red light, observe the subtle changes of each classmate, and are good at discovering the "secret" actions of classmates, especially the corners that are easily forgotten, which deserve special attention. Give full play to multimedia teaching control software, and teachers should "broadcast all the time" when explaining; Students should switch to the "monitoring" function in time when operating, and be responsible for the "catch me if you can". This practice is mainly to establish the majesty of teachers, so that students have a kind of awe of teachers and dare not relax; Teachers pay full attention to every student, urge every student, and effectively help students control themselves in class. Thirdly, a harmonious and free teaching atmosphere can enable students to give full play to their intelligence. "Conscientiousness and freedom", seriousness is just a norm, and freedom is the release of students' learning thinking. This kind of freedom should be embodied in the information technology classroom, so that students can be free and unfettered in their study, and only then can they have a collision of thinking, flash the spark of thinking, let the "poor students" ask questions and let the "excellent students" question. Let the boring content become lively and interesting, let the simple and unified operation be full of vitality, and let the "mystery" of the computer eliminate the "mystery". We can adopt the methods of competition, exhibition of works and integration with other disciplines. This practice can make "gifted students" and "poor students" integrate into the classroom, and let every student learn something without leaving the classroom. Fourth, difference evaluation, timely feedback First of all, teachers should find the differences between students according to their understanding of basic knowledge preparation, intelligence level, learning interest and attitude, learning methods, etc. In the teaching process, they should get feedback in time, solve problems in time, and ask students at different levels to see if they meet the expected requirements. Secondly, it is necessary to make an enlightening difference evaluation for each student's potential, so that evaluation can be a catalyst to stimulate students at different levels to learn information technology well. Students with good foundation and rapid progress have strong self-confidence, and their evaluation should be strict. They are not only required to correctly answer and complete the tasks assigned by teachers, but also required to solve problems in different ways. Students with learning difficulties have poor foundation, slow progress and strong sense of inferiority. We should try our best to find their bright spots, evaluate them with inspiring language, help them build up confidence, improve their interest in learning, and let them always get the joy of success. Fifth, focus on the goal, cultivate the excellent and make up the poor-strengthen the coordination between extracurricular counseling and in-class teaching. "Pedagogy" clearly points out that "individual counseling can be conducted on the basis of classroom teaching and according to the different requirements of students." In a sense, this "pertinence" is the "guiding ideology" of counseling, and this "individual" means that counseling must be "layered". Therefore, we should pay attention to finding problems in the classroom and finding a "seedling" with development in one aspect. Then, in extracurricular tutoring, it is possible to "find the difference to fill the gap" for students with poor foundation and "open a small stove" for gifted students. In short, teachers should comprehensively evaluate students according to their specific conditions, encourage them more, and criticize them less, so that students can have a sense of self-transcendence and give full play to their learning potential.