A Study On The Application Of Differentiated Teaching Strategies In The Teaching Of Senior High School

to all students is one of the four basic ideas presented by National biology new classes. But In current biology instruction in high school we can not really fulfill the idea.More often than not teachers see every student as the same container of knowledge, and ignore the differences of their abilitie to develop and learning needs and learning interests between students, and deprive students of their subject status. In order to realize the idea to all students and promote the development of students fundamentally, teachers must completely reform the current biology teaching situation in high school. Teachers are able to pay attention to the differences between students in classroom and implement Differentiating (Differentiated) Instruction. The core concept of Differentiating (Differentiated) Instruction is that starting from students’ readiness level and interests and learning styles teacher project differentiated teaching contents and process and result to promote the development of students from their original level finally.Comments on test papers of high school biology accounts for a large part in the biology review of college entrance examination. Every test result can reflect the differences of the present knowledge and abilities between students. The class that comments on test papers is to pass comment appears in each biology test error enables students to reach a new readiness level in the present readiness level and to get ready for the next test. In this paper, the application of teaching experiment investigated whether Differentiating (Differentiated) Instruction in evaluation test class can improve the experimental class students’ confidence, academic achievement.The paper first designed the teaching procedure of Differentiating (Differentiated) Instruction in the teaching and valuation class of high school biology test papers. Then the paper explored teaching strategies of Differentiating (Differentiated) Instruction in evaluation senior biology test class, then the paper researched that teaching strategies of Differentiating (Differentiated) Instruction based on the differences in readiness level between students was applied in evaluation senior biology test class. At last, paper collected, counted, analyzed the questionnaire survey data and test data before and after the experiment in the experimental class and the control class, preliminary evidence that in evaluation senior biology test class during the experiment, conducted on the students in the experimental class Differentiating (Differentiated) Instruction, the students in the experimental group than the control group students in learning, learning motivation and confidence on test scores were significantly improved.