One. On the basis of fully understanding students' Chinese knowledge level and thinking ability. According to students' Chinese knowledge and thinking ability, they are divided into several levels. And according to different levels of students to develop different levels of teaching objectives and teaching strategies.
First of all, the students they teach are hierarchical:
Grade A: Good language foundation and good thinking ability.
Grade B: The language foundation is average, and the thinking ability is average or good.
Layer C: The basic level of Chinese is low, and the thinking ability is average, or the thinking ability is good or the learning quality is not good enough.
D layer: poor language foundation, average or low thinking ability.
Of course, I won't tell students about this kind of stratification, as long as I have clear thinking and targeted teaching.
After students are stratified, different levels of teaching objectives and teaching strategies are formulated for students at different levels:
Chinese foundation should be more solid, language thinking ability should be stronger, and become a top Chinese.
Put forward higher requirements and give them a small stove. Ask them to read as many extra-curricular books as possible besides completing textbook exercises, encourage them to ask Chinese questions, encourage them to learn by themselves and solve many problems.