Although many teachers have realized the important role of differential teaching in teaching and started to pay attention to the research of differential teaching, there are still many problems in actual teaching. If it cannot be solved reasonably, it will not only affect the effect of differential teaching, but even seriously hinder Chinese teaching. The author believes that the problems existing in the differential teaching of Chinese in primary schools mainly include the following points:
1. Teachers' theoretical foundation is weak.
Many teachers' teaching models are based on the experience gained in perennial education, so the theoretical basis of education is often weak, especially in the related theoretical knowledge of differential teaching. Because this teaching method is relatively new, and teachers have little contact in the past teaching, many teaching methods are irrelevant in actual teaching, or blindly copying other "useless work", wasting a lot of teaching time, but the effect is not good.
2. The limitation of class size
In order to maintain the good effect of differential teaching, teachers need to know about each student's thought, study and family situation, which requires teachers to spend a lot of time investigating and talking. But now the class size of many schools is unreasonable, and teachers can't complete the classification of all students. Finally, they can only divide students' differences by test scores, and they don't understand students' learning motives and interests, which leads to many potential students being ignored for a time because of their poor grades.
3. Chinese teachers don't know enough about Chinese teaching.
One of the basic concepts of Chinese curriculum standards in compulsory education is: "Students are the main body of learning and development. Chinese curriculum must pay attention to students' individual differences and different learning needs. "However, some teachers are not aware of this. They ignore the different requirements of students' individual differences for teaching, overemphasize the dominant position of teachers in teaching, and lack sufficient communication between teachers and students in class. Not only is the learning atmosphere boring, but teaching also lacks knowledge and understanding of students.
Second, the primary language teaching strategies of differences
1. Strengthen teachers' theoretical study
Many teachers are deeply influenced by traditional educational ideas, and it is difficult for them to adapt to the teaching ideas of the new era, which brings difficulties to the improvement of Chinese education in primary schools. Chinese Curriculum Standard for Compulsory Education emphasizes that students are the main body of learning and teachers are the leading force of teaching. Because of the different living environment, each student has his own personality, which is the so-called individual difference, so teachers must pay attention to the differences between students and implement differentiated teaching. But at present, many primary school Chinese teachers often don't realize that this teaching method has little effect when implementing differential teaching. The reason is that teachers do not consciously organize teaching according to the individual differences of students. Therefore, it is very important for schools to organize primary school Chinese teachers to learn the differential teaching concept in the Chinese Curriculum Standard for Compulsory Education.
2. The implementation of differential teaching
Group teaching is a very effective way in the concept of differential teaching. In classroom teaching, teachers can find out students with similar learning problems by observing the differences between students and teach them in groups. In this short 40-minute teaching, the teaching time can be effectively shortened and the teaching efficiency can be improved. It is very important to group students reasonably, which is the core of differential teaching. According to different teaching objectives, teaching contents and students' learning needs, students are divided into reasonable groups. This grouping method changes at any time with the different characteristics of teaching content and students, and effectively carries out differentiated teaching in teaching.
3. Timely teaching reflection.
Some problems will inevitably be encountered in teaching, and the process of reflection is an effective way to help teachers sum up teaching experience and teaching methods. In the process of preparing lessons and after classroom teaching, reflection will enable teachers to find and correct the shortcomings of their teaching behavior, thus constantly enriching and perfecting their teaching ideas and teaching behavior. This is also a particularly important point in the teaching of Chinese differences in primary schools. Teachers face different students in the whole class, so there will be many unexpected problems in teaching. Because students' learning methods and thinking are very different, whether teachers can properly handle these problems in class, whether there are better ways to deal with them, and how to respond to students' unique reading feelings ... all these problems require teachers to think further in teaching reflection, so as to continuously improve their own differential teaching level. No teaching method is perfect, there is a teaching method, and there is no fixed teaching method. As a qualified teacher, we should sum up experience in teaching practice, constantly optimize the shortcomings in teaching, and strive to find better teaching methods for students. At present, the practice and exploration of Chinese differential teaching in primary schools are in the initial stage and have a long way to go. We should strive to improve education by pursuing the best attitude, which is the direction for all educators to continue their efforts.