2. Teach students in accordance with their aptitude and prepare lessons in layers. A very important premise for teachers to control every link of the classroom in hierarchical teaching is to prepare lessons in different levels before class. When preparing lessons, first of all, teachers should change their roles, think for students everywhere, consider each student's personality differences, and build a stage for students to fully display themselves and truly play the main role of students; Let every student actively participate in the whole teaching process and prepare how to make students learn vividly and happily in class. This is very important for teachers to have a good class. Once, when I saw a teacher's lesson plan, I took great pains to write it in "very detail", especially the teaching process-"A line of teachers asked questions and a line of students answered them". How the teacher asks questions and how the students answer them is written word for word in the lesson plan. After reading the teacher's lesson plan, I can't help but sigh deeply for the teacher's "painstaking"! I wish I could keep asking students. What can I ask them? Think again, the teacher faces so many students, how does he know that the students will give such an answer to his question? Will a classmate in this class answer according to his answer? I think such a lesson plan can no longer exist. Therefore, every teaching link and every student's development must be fully considered in preparing lessons, and students' creativity cannot be stifled or inhibited.
3. Hierarchical teaching, multi-layer interactive classroom teaching is the main channel of Chinese teaching, so that every student can play a role in every class and truly become the master of learning. It is most important to learn to learn in learning. What we are facing is the difference of each student, which is recognized by most teachers, and it is more appropriate to implement hierarchical teaching for them. In stratified teaching, we should pay attention to the interaction between different levels, learn from each other's strengths, share resources and improve together. For example, in reading, please ask students with poor reading ability to read first, then ask students with certain reading ability to read, or ask students to perform while reading. Another example is to teach students with "three sons" to read and say to the grandfather in the article, "No, I can only see one son." During the discussion, the students put forward many different views, and some said, "Grandpa may be dazzled." Some said, "Grandpa may be blocked by his mother." Others said, "Is Grandpa lying?" When discussing which child grandpa saw and what he meant by this sentence, the students also put forward many opinions. It fully exposed the students at different levels' incomprehension of the text content. However, after heated discussions, students of different levels blended and collided, and finally reached a consensus. In other words, all three mothers praised their children, but when they had difficulty in carrying water, only one child ran to help their mothers carry water, and only this one was worthy of praise. So no wonder grandpa only saw one child. In this way, students at all levels can express their opinions in the classroom, which can not only make students' dominant position be implemented, but also allow students at different levels to communicate with each other and learn from each other. Finally, the purpose of sharing students' own achievements is achieved. In addition, the arrangement of class assignments should be set at different levels to meet the needs of students at different levels.
In short, in classroom teaching, students at different levels should have multi-level teaching objectives and adopt corresponding teaching methods, so that the teaching objectives can be implemented one by one.
4. Different people, regardless of physical, psychological or cultural knowledge, the difference in hierarchical evaluation of each student always exists objectively. Therefore, our evaluation of each student should adopt different forms and standards accordingly. For students, what they need is more encouragement, so we should pay attention to their bright spots. Once in a Chinese class, I intentionally invited an introverted and usually quiet classmate to the podium to retell the text in his own words. On hearing the teacher call his name, his heart trembled and his face turned red. In the warm applause of his classmates, he had to go to the podium. He didn't repeat the text, but read it intermittently. When he finished reading, the students seemed to look at him with cold eyes. At this time, I immediately raised my hand and applauded, and the classroom immediately remembered the warm applause. Then I sincerely said, "XX has never been on the podium. Today, he can bravely go to the podium and read the text for the students. Although he is a little flustered, it is a great progress. We believe that he will be very calm next time. " Just a few words made him nod straight wait for a while. He actually stood up and said, "Thank you, teacher, thank you." The classroom rang with warm applause again. After several more exercises, he can talk to his classmates more freely now. Another example is the evaluation of students' compositions, which should be graded. Some students have strong writing ability, so we should encourage them to broaden their horizons, develop to a higher level and point out the direction of their efforts; Students with poor writing skills should not criticize, but guide them to observe things around them, find their bright spots and encourage them. For example, you write "a sentence is well written" and "this composition is much better than the last one" in the comments; Of course, we should also point out the shortcomings, but we must pay attention to the students' level differences and point them out in an appropriate and euphemistic tone to stimulate their interest in learning. In short, we must not use uniform standards to evaluate students at different levels. The evaluation of each student must be conducive to the development of students, as Chairman Mao said: "Make them lively and develop actively."
Horace, a famous American educator? Mann said: "to estimate the benefits of science or culture to society, we should not focus too much on the fact that a few people in this society have a lot of profound knowledge, but should master enough knowledge in a large number of people." The students we face, the builders of the future society, their comprehensive quality is directly related to the fate of our whole nation. Therefore, Chinese teaching must face all students and implement the concept of hierarchical education in every teaching link.