Paper Keywords: students' individual differences in curriculum resources, new curriculum

Our country is in a new round of basic education reform. Under the people-oriented concept, we should admit that each student has his own uniqueness, and there are differences among them, and regard individual differences of students as valuable curriculum resources. Therefore, we should study differences, respect them and make use of them.

People are born different. In a pluralistic society, we need people with different abilities, personalities and preferences to play different roles in society and give full play to their advantages. So, from the focus of education, understand? Individual differences among students? It is a very important problem. Whether we admit it or not, differences exist objectively in classroom teaching.

First, pay attention to differences, which are valuable curriculum resources.

Our country is in the period of basic education curriculum reform. With the deepening of curriculum reform, the importance of curriculum resources is also highlighted. The viewpoint that individual differences among students are curriculum resources is put forward in order to study and develop curriculum resources from the perspective of students. Paying attention to the differences based on students not only meets the requirements of personalized education, but also conforms to the concept of new curriculum reform, which is feasible in teaching practice. We should face up to the differences and realize that the differences contain the source of motivation for curriculum and teaching. Just as the water level difference contains hydraulic resources and the air pressure difference contains wind resources, the individual differences of students also contain curriculum resources that can be developed.

Curriculum resources are all kinds of material and non-material factors and conditions conducive to the implementation and generation of new curriculum. Students' individual differences are different from teachers, teaching materials, teaching AIDS and other curriculum resources in the following three aspects:

1. Students' individual differences have the characteristics of material curriculum resources.

Material curriculum resources include knowledge, skills, experience, methods of activities, emotional attitudes and values. They are characterized by acting on the curriculum and can be the material or source of the curriculum. According to the function of curriculum resources, the individual differences of students have the characteristics of material curriculum resources. From the constructivist point of view, students can filter, compare and screen through individual differences, and then assimilate or internalize to become their own unique. At this time, the knowledge mastered by students is not entirely taught by teachers or textbooks, and the differences have had a new impact on learning and migration. From this perspective, students' individual differences can play the role of materials in their learning process.

2. Students' individual differences have the characteristics of hidden curriculum resources.

From the way of existence, students' individual differences also have the characteristics of hidden curriculum resources. The individual differences of students are indirect and hidden, which cannot constitute the direct content of education and teaching, but have a lasting and subtle influence on the quality of education and teaching activities. There are some hidden forms of differences in the knowledge structure constructed by students through various media, learning materials and daily life, which is an intangible and important hidden curriculum resource. Students often learn much more from this hidden curriculum resource than from formal courses. Therefore, the development and utilization of students' individual differences as curriculum resources requires painstaking efforts.

3. Look at the individual differences of students from the carrier form of curriculum resources.

From the carrier form of curriculum resources, students' individual differences belong to both life carrier form and non-life carrier form. The individual difference of students is a materialized expression mainly based on material curriculum resources, that is to say, it is always expressed in some materialized carrier form. Students who can provide curriculum materials can also become the main body of curriculum resources development. As the carrier of life, curriculum resources are endogenous, that is, it can actively produce educational value greater than its own value. In the modern information society, many students also have the ability to absorb new knowledge synchronously with teachers. As one of the main life carriers of this endogenous curriculum resource, the release of its own creative wisdom and the realization of its creative value will also become an inexhaustible motive force to promote the continuous development of curriculum teaching and reform.

Second, respect differences and form a correct view of differences.

At present, according to the different emphases of various viewpoints, how to treat students' individual differences in teaching can be roughly summarized into the following four different views: First, the adaptation view, which assumes that students' learning starting point, general ability and various special talents are very different, and we should adapt to this difference according to students' ability tendency in teaching and implement corresponding teaching. Those who hold this view advocate taking measures such as ability placement and individual teaching to reduce the difference between students in the same class. The second is the concept of development, which holds that the differences among students are caused by different learning methods and personality characteristics, and advocates that it is not necessary to reduce or even eliminate the differences among students in classroom teaching, but to pay attention to and develop students' personality. People who hold this view always use teaching strategies such as asynchronous learning to meet the needs of each student. Third, the concept of adaptation-development, between the above two viewpoints, emphasizes that all students should be in their own? The nearest development zone? Make the greatest progress. This view is dominant in China, and accordingly, a lot of hierarchical and progressive teaching has been carried out. The fourth is the concept of transcendence, which was put forward by Xu Jieying in her doctoral thesis. What does she think? On the premise of acknowledging the existence of differences and respecting the individual differences of students, it is our new direction to promote the all-round development of all students to the maximum extent, that is, to establish a transcendental teaching concept? .

We should examine the existing concept of difference, learn from its rationality, abandon its shortcomings and establish? Proceed from differences, make rational use of differences on the basis of respecting differences, guide the enjoyment of differences from the perspective of developing resources, meet the different needs of students, and realize the differentiated development of students? The concept of. Here? Development? It is not only the correct guidance, but also the necessary correction; It is both encouragement and care; It is both an expectation and an improvement. Development differences enable each student to establish a distinctive personality banner under the condition of solid foundation and all-round development, so that each student can realize self-sustainable development from the starting point of strong physique and full mind.

Third, make use of differences to make students develop healthily and comprehensively.

1. Analyzing differences is the basic point of teaching under the new curriculum concept.

The individual difference of students is the starting point of teaching and the premise of the smooth implementation of the course. Teaching is always carried out according to the existing level of students, and the fundamental purpose of teaching activities is to promote the development of every student above the original level. All effective teaching must be based on full consideration of students' original differences. As the starting point and premise of teaching activities, the significance of students' individual differences for individual development is mainly reflected in:

First of all, it determines what kind of development possibilities individuals have. Generally speaking, the higher an individual's current level, the more development he may provide for the individual, and the greater the development space.

Secondly, it affects the individual's choice of external influence. External influence does not spontaneously enter the individual's activity field, but the individual makes choices according to different abilities and needs.

In addition, it limits the interaction between individuals and others. In teaching activities, students develop through communication with others. Who and how individuals associate with each other are often closely related to students' family and social background, knowledge level, hobbies, personal behavior habits and moral quality.

2. Using differences can increase classroom vitality and promote students' development.

A classroom full of vigor and vitality can improve teaching efficiency. The vitality and vigor of classroom teaching may come from teachers' superb teaching art, students' active participation in teaching activities and fascinating teaching content, and students' rich differences and uniqueness are also its important driving forces. Moreover, the vitality of teaching depends to some extent on whether students have personality, and it is the rich differences of students in classroom teaching that make classroom teaching more colorful. If students are individuals without characteristics, specialties, thoughts, personalities and differences, then classroom teaching will easily become lifeless and lifeless. Therefore, in classroom teaching, teachers should change their understanding and attitude towards students' differences. They should not only respect students' unique performance in the classroom, but also encourage students to fully display their personalities, increase the vitality of the classroom with differences, and promote the healthy development of students' body and mind. When these differences are displayed in the classroom and collide with each other, real communication between teachers and students and between students takes place. The difference between students in classroom teaching is a reasonable existence and a resource. If it is used well, it can really be transformed into a driving force for the development of students' personality.

References:

[1] On the Difference Teaching in China [M]. Beijing: Education Science Press, 200 1.

[2] Xu Jieying. Study on individual differences of students in teaching from adaptation to transcendence [D]. Lanzhou: doctoral thesis of Lanzhou Normal University, 1998.

[3] Han Huaqiu. Characteristics and trends of individual differences among students in modern classroom teaching [J]. Curriculum? Teaching research, 2000, (04).

[4] Zeng Jiyun. Individual differences among students: research methods and basic structure [J]. Curriculum? Textbooks? Teaching methods, 2006, (03).

[5] Zeng Jiyun. On the classroom teaching strategy of sharing differences [J]. Journal of Guangxi Normal University, 2007, (04).

[6], Zhou,. On the educational value of students' differentiated resources [J]. Theoretical discussion, 2005, (09).

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