Study On Theory And Practice Of Difference Teaching In High School

This paper mainly studies the diversity of students and school curriculum reform in education. With the implementation of compulsory education and school education popularization, the students of the same class show great differences in the aspects of knowledge, ability, interest, personality, background and so on. However, the unitary teaching methods, rigid teaching mode, that is, the long pursuit of the reunification of teaching goal, unified curriculum and uniform examination, have not considered and even ignored the differences between students. As a result, the core values of quality education which focus on "people-oriented, face all students" have not been taken effect.This study tries to find a solution for contradictions arising from class-teaching system and difference development within individual students; Furthermore, we can go on with the theoretical and practical exploration on education. And indeed by means of practical class-teaching conditions, we can narrow differences between students and develop their diversity, meet the needs of individual differences, and raise the development of education with optional course system and its implementation. Theoretically and practically, this research has positive significance for implementing the ideal of "face all, people-oriented", taking care of students'objective demand of individuality difference and realizing the democracy and justice of education.By means of Literature Cited, Action Research Methods and theories of both at home and abroad, this topic focuses on students'individuality difference t, absorbs the domestic and foreign achievements of teaching, and closely combines situation of my school. On the basis of mixed-level teaching, we can fully understand new problems and situations happened on the process by step-to-step research. This thesis studies on the concept transformation on "Difference Education ", the development of course structure for extraordinary students, the development on selectable curriculums for the same-level students, and the establishment of evaluation and management mechanism among teachers and students. All of these discuss the realities of the implement of the Difference Education Theory.We can draw the following conclusions through the study:1. Different people have different combinations of intelligence and superiority. Herein what called potential transformed into intelligence needs kind of media, for uniform curriculum cannot satisfy the supernormal development and specialty cultivation of advantaged intelligence. The development of Advantaged Potential must cultivate by corresponding courses.2. Except for the differences in homogeneous induction, there are heterogeneous differences and of its group. All of these are not always static. However, these mentioned differences can be changeable and narrowed if we can give students conditions and opportunities to develop, namely suitable curriculum resources.3. According to students'intelligence development in different directions and supernormal development in the same direction, educators need to develop individual difference to satisfy individual specialty, develop selectable courses in order to exert students'specialty and merits and cultivate their diversity under the guidance of multiple intelligence theory. Therefore, it is scientific and effective to develop the individual difference.