| This paper mainly studies education related to the diversity of students and school classroom teaching reform. Due to genetic qualities and social, family culture background factors, the student individuality characteristic and intellectual development level, in different ways, thinking strategies of learning and cognitive level, learning ability show obvious difference. Thus, for the same things the angle and depth of understanding will exist obvious differences.But the current system of school class teaching treats the whole class of students'learning needs as a starting point, with different grades and individual students and teachers'teaching requirements, march to adapt unified student's individuality difference, fully concern students'interests, and specialty, unfavorable also developing students'potential, cultivate the spirit of Innovation. In the course of teaching, it appears important to really reflect face all the students, provide every student with suitable development mode for their own, according to different needs and implementation of student difference.This study aims to find a solution to solve the conflicts between the chemistry class teaching and the students'personality differences, and explore more about difference of the aspects of the theory and practice of teaching in class teaching, based on the individual differences of students. Thus, all the students can obtain help and guiding, while the teachers can provide the best suitable teaching. This research has positive significance in theory and practice on the implementing the face all the students'oriented, taking into account of the students'individuality difference so as to realize the democracy and fairness of education.This paper for chemical class difference teaching combined with our own school chemistry teaching practice absorbs the domestic and foreign research achievements on the basis of the practical teaching, combining the characteristics of our country, and the theory of teaching students according to their aptitude, focuses on the difference on students'development, with the literature, action research method as research methods. The author intends to study the correct view of difference and difference teaching for students, through the relevant differences, cultivating and utilization, explore the features and developing students'differences of teaching principles and requirements of classroom teaching mode, with the hope to enable the students to obtain guidance and help according to different needs and implementation of student difference. Through the research, the measures of the implementation of chemistry classroom teaching are:regard the relevant teaching students personality differences as teaching elements, implement the principles of fairness, teaching students according to their aptitude, dynamic, motivation, and the principle of cooperation in classroom, to explore and discuss cooperation self-study learning strategies, classification and timely guide switching between self-study teaching strategies and evaluation strategies. These measures will be integrated into the teaching process, and the general steps of chemical differences of teaching mode can be:"diagnosis of regulation" teaching mode, the difference between independent cooperative learning "teaching mode. The general process can be divided into three steps:preparation (respect differences), implementation (use), the differences between the development (difference development).To verify the effectiveness of these measures, the author treats her class as experimental class, the other classes of Wenzhou No.19 Middle school as the research object during an one-year research. Through the before test analysis, comparison, the experimental teaching evaluation, I can draw the conclusion, in class on the assumption of implementation countermeasure has positive function on the integrated development of students. In practice, of course, I also found the deficiency which needs deepening the research to solve. |
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