The individual difference of students is one of the important aspects that should be considered in teaching activities. Teaching students in accordance with their aptitude is considered to be an effective way to deal with individual differences in teaching. On the basis of analyzing the meaning and variables of individual differences, this paper reflects on the teaching thought and strategy of teaching students in accordance with their aptitude, and puts forward that on the premise of recognizing and respecting differences, based on the formation of students' subjectivity, and on the basis of adaptation, we should gradually surpass students' individual differences and promote the all-round development of all students. Keywords: individual differences; Teaching students in accordance with their aptitude; Adaptation and Transcendence/KLOC-Since the 7th century, class teaching has become the main organizational form of school teaching, and due to its own advantages, it will remain the basic organizational form of school teaching for a long time at present and in the future. However, due to the multifactor and complexity of human development, everyone's development has its own characteristics and course, with individual differences. This brings questions and troubles to people-centered teaching activities, especially to realistic learners: what kind of people are the center in a class and how to become the center? For many years, teaching students in accordance with their aptitude has been regarded as an effective way to deal with individual differences in teaching. But for a class, can we teach students in accordance with their aptitude? How to teach students in accordance with their aptitude? What is the role of teaching students in accordance with their aptitude in promoting their learning and development? Especially in contemporary society, it emphasizes the democratization of education, the subjectivity of learners and the promotion of students' development as the teaching center. In this context, how to treat students' individual differences in teaching? How does teaching promote the all-round and sustainable development of all students? On the basis of analyzing the meaning and variables of individual differences, this paper will reflect on the previous teaching thought and teaching mode of dealing with individual differences mainly by adaptation, and put forward new ideas for dealing with individual differences in teaching. 1. The meaning of individual differences and their main variables Individual differences, also known as individual differences and personality differences, refer to "individuals are relatively stable in the process of psychological activities such as cognition, emotion and will, but they are different from other people's psychological and physiological characteristics", which is characterized by "quality and quantity". "Qualitative differences refer to differences in psychological and physiological characteristics and behavior patterns, while quantitative differences refer to the speed and level of development. [1] Generally speaking, there are individual differences in all aspects of people's psychological activities or behavioral characteristics. It is precisely because of this "comprehensive" difference that people have their own strengths and differences. On the other hand, individual differences are limited, and there are obvious or fundamental differences between people, especially between students in education and teaching situations. Psychologists, educators and teaching workers only care about or pay attention to some main individual difference variables. So which psychological characteristics or individual characteristics are the main individual difference variables? Or specifically, what are the individual difference variables that affect education and teaching, especially learning? The individual difference of (1) ability is one of the psychological characteristics of people's successful completion of certain activities, which directly affects the efficiency of activities. This is a complex structure containing many factors. To successfully complete an activity, you must have a variety of abilities. These different abilities are often fused together, and the fusion of multiple abilities is called intelligence. Because ability is an explicit feature that has a direct impact on activities or tasks, it is considered to be the most important and obvious individual difference variable. Individual differences in ability have different manifestations. The most important thing is quantity, quality and development. The quantity aspect is mainly manifested in the difference of ability, that is, the difference of ability development level; The qualitative aspects are mainly as follows: in the same activity or achievement, different people may use different abilities or different combinations of abilities to complete activities or achieve achievements, that is, the differences of ability types; Judging from the characteristics of development, some people develop their abilities earlier, while others develop later, which is the difference between the early and late development of their abilities. (2) The individual difference thinking of thinking is the generalization and indirect reflection of the human brain on the essence of objective things and the internal relationship of things, and it is one of the most important psychological characteristics of individuals. As far as its occurrence and development are concerned, human thinking not only follows certain common laws, but also shows individual differences between people. Therefore, thinking is also regarded as an important individual difference variable by psychologists and educators. The individual differences in thinking are mainly manifested in the quality of thinking, that is, agility, flexibility, profundity, originality and criticism of thinking. In other words, the quality of thinking is the individual differences in thinking activities. (III) Individual differences in interest Interest plays an important role in driving, guiding, maintaining and encouraging people's behavior, especially in education and teaching activities, which is one of the important factors affecting the effect of education and teaching. Different interests often lead to different behaviors and produce different results. Individual differences in interest are mainly manifested in individual differences in interest development level, interest quality and interest stability. (4) Individual differences in personality and temperament Personality is a combination of a stable attitude system and corresponding habitual behaviors, and it is a stable individual characteristic gradually formed by individuals in the process of socialization. Because it is the core part of personality psychological characteristics and one of the most important personality difference variables. Individual differences in personality are mainly manifested in the following aspects: different individuals have different attitudes towards reality, and there are differences; Different individuals show different willpower in the process of activities, and there are differences; Different individuals have different emotional reactions in activities, and there are individual differences; Different individuals have different reasons and individual differences in their activities. The above four aspects are independent of each other and work together, so that everyone has a clear personal brand. Temperament is a dynamic characteristic of the stability of individual psychological activities. It is mainly manifested in the intensity of psychological process, such as the strength of emotion, the strength of will, the speed and stability of psychological process and the directionality of psychological activities. Temperament is one of the main individual difference variables, which makes the whole psychological activities of individuals painted with individual unique colors and show different dynamic characteristics. Generally speaking, temperament can be divided into four main and typical types, namely, sanguine temperament, choleric temperament, mucinous temperament and depressive temperament, and different temperament types have different characteristics. Most people have different temperament characteristics and belong to different temperament types because of congenital inheritance, especially the different types of nerve activity and the influence of acquired environment. In recent years, the study of individual differences is still a hot issue in psychology and pedagogy, and individual difference variables such as learning style, internal motivation and cognitive style have gradually attracted people's attention. Second, reflect on the teaching ideas and strategies that adapt to individual differences. In pedagogy and teaching theory, the study of individual differences mainly serves education and teaching. As mentioned above, teaching activities should focus on promoting human development. In the teaching organized by the class teaching system, there are many differences between different students in the same class, which directly or indirectly affect the teaching process and its results. Individual differences inevitably become one of the important factors affecting teaching activities. Therefore, people have been looking for an effective way to deal with the relationship between individual differences and teaching, among which the most influential is the teaching concept and strategy of "teaching students in accordance with their aptitude". (A) The main content of the thought and strategy of teaching students in accordance with their aptitude "Teaching students in accordance with their aptitude" is a teaching thought and strategy put forward by China in ancient times to deal with individual differences in teaching, which has been respected and valued abroad. [2] As early as two thousand years ago, Confucius, a famous thinker and educator in China, actively advocated and attached great importance to teaching students in accordance with their aptitude. Later scholars carried forward this teaching idea and method. Zhu believes that teaching students in accordance with their aptitude has three meanings: first, we should pay attention to giving full play to students' specialties; Second, subject teaching; Third, teach students in accordance with their aptitude. [3] Because Confucius chose different teaching contents and methods in education and teaching, Zhu summarized it as "Confucius teaching students in accordance with their aptitude" and later simplified it to "teaching students in accordance with their aptitude", which became a remarkable feature and fine tradition of ancient education and teaching in China. Teaching students in accordance with their aptitude in today's teaching theory is basically the same as that in ancient times, that is, "teaching students in accordance with their aptitude" and "teaching should take care of individual differences" [4] It requires that "teachers should proceed from the reality of students, adopt different methods and carry out different education according to the specific conditions of different objects in teaching, so that each student can be fully developed on the original basis". [5] Its basic meaning includes three aspects: "First, teachers should understand and grasp the differences of students' personality characteristics, learning situation and learning ability; Second, teachers should proceed from the reality of students and organize teaching according to the different situations of different students; Third, teachers should face all students in the teaching process, so that students can develop in an all-round way and learn well. " [3] As can be seen from the above, the essence and key of teaching students in accordance with their aptitude is that in the teaching process, teachers should understand and find out each student's personality, needs, advantages and disadvantages and existing knowledge base, and then take different measures to carry out targeted education and teaching from the reality of students. (2) Reflection on the concept and strategy of teaching students in accordance with their aptitude. What is the essence and rationality of this concept and principle? What is the effect in practice? People who advocate the teaching concept and principle of teaching students in accordance with their aptitude generally believe that teaching students in accordance with their aptitude is the embodiment of teaching following the characteristics and laws of students' physical and mental development. In the process of education and teaching, although students' physical and mental development has certain stability and universality at a certain age, the level of physical and mental development of different students at the same age shows its particularity and difference because of the difference of everyone's quality, environment, education and subjective efforts. Therefore, education and teaching should take care of the individual differences of students and take special measures according to the different characteristics of different students to meet the needs of each student. This idea of education and teaching centered on "adaptation" seems reasonable, but it is neither reasonable nor practical. First, from the age characteristics of individual differences, the individual differences in early childhood are not obvious, and with the growth of children's age, their individual differences become more and more obvious. Through the follow-up investigation, Bloom found that there is little difference between children's self-confidence and imagination in kindergarten and primary school, but with the growth of age, the differences between individuals in these aspects are getting bigger and bigger. [6] These aggravated differences are largely caused by acquired environment and education. In other words, teaching students in accordance with their aptitude emphasizes the basic characteristics of adapting to individual differences of students, which widens the differences between students, including individual differences, intellectual differences and academic differences. Secondly, judging from the emergence of teaching students in accordance with their aptitude, it was formed and originated in the case of teaching students in accordance with their aptitude in ancient China, which was adapted to the low level of productivity development at that time. Although it has been continuously improved and developed, it has always evolved and changed within the scope of individual teaching. In today's class-based school teaching, it has become powerless. Although we have always advocated and interpreted it in a new way, some people have raised the issue of teaching students in accordance with their aptitude. [7] But due to its conditions and fundamental characteristics, it is still difficult to meet the needs of modern education and teaching. Third, teaching students in accordance with their aptitude is not conducive to improving teaching efficiency. Teaching students in accordance with their aptitude is a teaching concept and strategy under the condition of individual teaching. However, with the development of production, the society's demand for education is getting higher and higher, and the demand for talents is growing. In this context, the class teaching system came into being. Class teaching system is a kind of teaching form under the great conditions. For cultivating a large number of talents, it has unparalleled advantages in individual teaching, which has changed the manual individual teaching mode for thousands of years and greatly improved the teaching efficiency. Class teaching system has been widely implemented since it came into being, because it meets the needs of the times and will remain the main teaching organization form of the school for a long time to come. This leads to the teaching idea and principle of teaching students in accordance with their aptitude being incompatible with the teaching organization form of class teaching system. It has been pointed out that [8] this maladjustment is manifested in the following two aspects: First, there is no specific and clear standard for teaching students in accordance with their aptitude in the classroom. In individualized teaching, teachers are faced with individual students, so they can fully understand each student and take targeted education and teaching measures. But in classroom teaching, teachers are faced with dozens of students, and teachers don't teach a class regularly. It is too difficult for a teacher to really understand every student and teach students in accordance with their aptitude on this basis. Judging from the requirements of the class teaching system, this is not allowed. To say the least, even if students can be taught in accordance with their aptitude, there are many differences among dozens of students in a class. Which students or classes should teachers teach in accordance with their aptitude? Second, there is a contradiction between the principle of teaching students in accordance with their aptitude and improving teaching efficiency. Society emphasizes both fairness and efficiency. To truly implement teaching students in accordance with their aptitude, we must sacrifice efficiency. Although we have changed teaching students in accordance with their aptitude into "the combination of unified requirements and teaching students in accordance with their aptitude", this is only "a beautiful pursuit of an ideal teaching principle. After all, the class teaching system excludes the principle of teaching students in accordance with their aptitude. " [8] Fourth, "teaching students in accordance with their aptitude" runs counter to the ethical requirements of education. Since the middle of the 20th century, with the progress of global democratization, educational democratization has become one of the main directions and trends of educational reform in various countries. The voice of equal educational opportunities is getting louder and louder, which has become an important criterion to judge whether education in various countries is developed or not. Equality of educational opportunities includes two meanings: first, everyone should enjoy the right and opportunity to receive education; Second, every student is equal in the process of education and teaching, and has the right to enjoy the necessary education and teaching conditions, and the teaching should be oriented to all students, and the teaching plan should not be changed at will because of a student's special needs. Fifth, teaching students in accordance with their aptitude has changed its original meaning and requirements in practice, and the result of implementation has violated the original intention of advocates and caused great mistakes. And many of these misunderstandings are exactly what quality education should correct. Quality education requires all students, and many teachers are holding signs of "teaching students in accordance with their aptitude", and their eyes are only fixed on a few top students, which artificially intensifies the polarization phenomenon. There are also many teachers who take "teaching students in accordance with their aptitude" as an excuse, only pay attention to the development of students in a certain aspect and the study of a certain subject, and give up the pursuit of comprehensive and harmonious development, leading to one-sided development and even abnormal development. Thirdly, from adaptation to transcendence-a new way to deal with individual differences in teaching. The individual differences among students in teaching are objective. On the premise of acknowledging the existence of differences and respecting individual differences in learning, it should be our new direction to transcend individual differences, that is, to establish a transcendental teaching concept and gradually surpass individual differences of students on the basis of adaptation, so as to promote the all-round development of all students. So, what is transcendental teaching? Compared with the previous adaptive teaching, it emphasizes that teaching aims at promoting students' development and should be geared to all students, so that every student can achieve comprehensive and sustainable development. Its main features are: (1) paying attention to people's development and emphasizing students' sustainable development. According to the previous teaching theory, the essence of teaching process is a special cognitive process, which is a process in which teachers transfer knowledge, students acquire knowledge and develop intelligence. Therefore, the main task and purpose of teaching is to transfer knowledge, and scores become an important standard to measure the quality of teaching. In the process of teaching, teachers should adopt different methods and strategies to make students adapt to their existing knowledge level and ways of acquiring knowledge, their interests, hobbies and abilities, so as to master knowledge, develop intelligence and get higher scores. Transcendental teaching takes human development as the center, and holds that the transfer of knowledge is not the purpose of teaching, but a means and intermediary, and the purpose of teaching is to promote human development. In particular, mobilize students' subjectivity, stimulate and cultivate students' creativity, so that students can obtain comprehensive and sustainable development. (2) Focus on all students and attach importance to the development of each student. In the past, due to the emphasis on adapting to students' needs and differences, although teaching students in accordance with their aptitude was advocated, in fact, middle-level students (that is, students with medium grades) were the main teaching targets, which was not conducive to the development of all students. Even students with intermediate level can't get full development. Underachievers are completely victims. Transcendental teaching breaks away from the shackles of knowledge and scores, emphasizes the development of people as the center, and thinks that under normal circumstances, the development level of each student is roughly the same, even if there are differences, it is not enough to affect the subsequent development. Moreover, every student has the potential for development, and through the guidance of teachers and their own efforts, they can achieve maximum development at the existing level. Therefore, transcendental teaching pays attention to the development of all students and the maximum development of each student. (3) Adaptive teaching aims at all-round development and emphasizes the all-round development of students. If it is put into practice, it will make students' strengths longer and their weaknesses shorter. The transcendental teaching view holds that students are a developing whole person, and teaching should promote students' all-round and harmonious development in knowledge, emotion and meaning, especially in the basic quality of being a qualified social member, so as to foster strengths and avoid weaknesses. (4) In the past, teachers' dominance and students' subjectivity were used as means to emphasize the joint role of teachers and students, or teachers' dominance was emphasized, and teachers were considered as the main factors in teaching activities, thus making teaching a mechanized and procedural activity centered on teachers without students; Either unilaterally emphasize students' needs, interests and knowledge level, and think that all teaching activities should conform to students' current practical characteristics, thus making teaching activities become inefficient students' free activities completely centered on students and without teachers. Transcendental teaching view not only emphasizes the leading role of teachers, but also emphasizes the subjective position of students. Adhering to teaching activities is an interactive activity in which teachers and students participate together. The leading role of teachers lies in helping and promoting students' learning by organizing and guiding their learning activities, evaluating their learning and giving them demonstrations and examples, thus promoting their all-round development. Students, on the other hand, are developing, active, independent and creative subjects, which are constantly developing and improving through the guidance and help of teachers, their own efforts and the interaction with others and the environment. The above four aspects are interrelated and complement each other. The internal unity of these four aspects constitutes the purpose, mechanism and conditions of transcendental teaching. Among them, the formation and cultivation of students' subjectivity is the foundation of transcendental teaching view. At present, the domestic subjective teaching theory has comprehensively and systematically discussed this issue. Dewey clearly pointed out in "My Education Credo": "Under the existing conditions, the only possible adjustment we can make to children is the adjustment achieved by letting children fully possess their own abilities." [9] The realization of educational and teaching goals is basically achieved through the acquisition of children's own abilities and internal efforts based on this, rather than external control. Dewey's point of view can also be regarded as a new method to deal with the individual differences of middle school students in teaching-a cornerstone of transcendental teaching view. It should be noted that the transcendence mentioned here is the transcendence in adaptation, not the transcendence without foundation. Because teaching activities can only promote students' development by respecting their individual differences and based on the existing level of development.