The real stratification of hierarchical teaching is reflected in the following two aspects:
The first is advantage stratification. In teaching, teachers should proceed from the reality of good, medium and poor students, set different levels of goals, conduct different levels of teaching and counseling, and organize different levels of tests, so that all kinds of students can be fully developed. The specific methods are as follows: ① Understand the differences and classify them into groups. (2) Classify targets according to differences. (3) For all, teaching students in accordance with their aptitude. (4) Stage assessment and classified assessment. ⑤ Developmental evaluation and continuous improvement.
The second is hidden stratification. First of all, teachers should grasp the learning situation, knowledge level, hobbies and social environment of each student in the class through investigation and observation, and form study groups according to their psychological characteristics. Through group cooperative learning and mutual learning among members, give full play to the interaction and encouragement between teachers and students, and create opportunities for the all-round development of each student. In particular, interpersonal interaction among students takes advantage of students' differences and sense of cooperation, forming a collective force conducive to the coordinated development of each member.
The management of hierarchical teaching generally implements an elastic mechanism. Stratification is not fixed, and it should be adjusted every semester or academic year. The main basis of the level change is the students' learning situation. If the progress is remarkable, it can be improved and the learning difficulty can be reduced.
Hierarchical teaching