The Outline of Basic Education Curriculum Reform points out that teachers should respect students' individuality, pay attention to their individual differences, meet the learning needs of different students, and create observations that can guide students to take the initiative to attend classes on weekdays and attend classes in other schools. I think the main reasons for the great individual differences are: 1, and the differences in family background and intellectual foundation are great. 2. Teachers have misunderstandings and acquiesce in differentiation. It has always been believed that individual differences are inevitable natural phenomena and cannot be artificially changed. This kind of thinking actually acquiesces to the gap and leads to greater differences. 3. There are many teaching contents. In order to catch up with the progress, we followed the old practice of preparing lessons in class and neglected the care of all students. 4. When preparing lessons, the learning situation and differences are ignored. When preparing lessons, the actual situation of the class is rarely considered, and individual differences are ignored. To change this situation, we should be able to start from the following aspects. First, we should pay attention to students' differences in teaching design. One of the ideas of the new curriculum standard is to pay attention to the individual differences and different needs of students and ensure that every student benefits. Preparing lessons should not only prepare teaching materials and teaching methods, but also prepare students. Because although the students in a class have the same age level and intellectual development level, in addition to these characteristics, we should also see that each individual is unique. Therefore, as teachers, we should not only pay attention to the commonness of students, but also pay close attention to and study the particularity of students, and determine learning goals and choose teaching methods according to these, so that every student can experience the joy of learning and success, thus promoting their physical and mental development. Second, in the teaching process, consider the differences between students. Teachers must consider the individual differences of students in class. Although students' differences have been fully foreseen in the teaching design, some unexpected situations will inevitably occur due to the dynamic characteristics of the learning situation and learning process. This requires teachers to have certain teaching wit and organize teaching according to the objective reality of students' differences. Only in this way can it be conducive to the transformation of teaching methods and the improvement of teaching level. Third, respect the differences of students' learning methods. To respect students' independent thinking, it is necessary to recognize students' personality differences and allow different learning styles to appear. Give students the space to speak freely, and at the same time, teachers should agree with various viewpoints, so that the cognitive level and learning ability of different students can be developed accordingly on the original basis. Fourth, design exercises according to students' differences. Teachers should design exercises at different levels, so that students at different levels can gain something and develop differently. Considering students' differences is not passively adapting to students' differences, but trying to make students work hard instead of bringing greater pressure, so that each student's learning potential can be fully developed on the original basis and self-confidence in learning can be enhanced. Fifth, admit the differences of students and make appropriate teaching evaluation. The evaluation of students should not be based solely on grades, but should examine students from many aspects. Including the mastery of knowledge and skills, the ability to think independently, and the ability to solve problems according to operational ability. In the evaluation, we advocate paying attention to the change of students' learning attitude, their learning process and experience, their mastery of methods and skills, their communication and cooperation, and their ability to practice and solve problems. In the final analysis, we attach importance to the development of students' various qualities, especially their innovative spirit and practical ability. The evaluation of students varies from person to person, from time to time and from environment to environment. Targeted and artistic evaluation and hierarchical and multi-dimensional evaluation methods are important prerequisites for promoting students' differential development. Only in this way can students' personality development and potential be stimulated.