The After-school Reading Difference Of Elementary Student And The Differentiatied Instruction Of Elementary School Chinese Language

The after-school reading is a important constituent and form of Chinese language learning and Chinese practice, which can enhance student's language accomplishment, raise student's humanities accomplishment, promote the development of the all-around development comprehensive education, because the after-school reading exists enormous difference, the Chinese learning difference of the elementary students who should be treated differently must be acknowledged, in order to analysis the difference and origin of the after-school reading, this article uses two methods: the literature analysis and the investigation. Further, it discusses how to improve the basic strategy of the Chinese language difference teaching, as a result, the general questions of the difference teaching can be deepen.There are four parts: as we know, for the purpose of realizing the difference development, the Chinese difference teaching must treat students differently. So student's individual difference and the individuality development needs are cared. As the difference teaching thought is more valued, the difference of the after-school reading are analyzed deeply, which is extremely essential.In the second part, the grade difference, cities and countryside student's difference, men's and women's difference are concerned carefully. As the research indicated, the understanding, the reading content, the reading style, the individual level all are different.Because of the importance of the reading and composition differentiating instruction, the third part mainly explains the reading differentiating instruction which is carried explanation mainly from the reading text different design, the reading method different implementation and the individuality reading and the composition differentiating instruction which is mainly carried explanation from the difference of the writing theme and training way.In the fourth part, the theory is raised from the specific to the general, and the differentiating instruction theory is deepened and enriched further. the difference must be treated as the education resources earnestly; and student's individual difference should be studied carefully. Meanwhile, the teaching goals can be designed differently, and the relations between the class teaching and the extracurricular activities is processed correctly.