A Study On The Strategy Of Permeating Differences In Biology Teaching In Senior Middle School

With the development of the society, the times have raised higher requirements for education and new curriculum reform has been carried out in the whole country. Meanwhile, a variety of advanced education and teaching concepts have been integrated into the wave of curriculum reform. The concept of "admitting and respecting students’ differences" in differentiated instruction and the concept of "for all students" in new curriculum reform complement each other. Differentiated instruction that concerns students’differences and promotes students’ overall and individual development has become a subject studied by education theory and practice circles in many countries. However, at present, the classroom teaching in many schools still overlook students’ differences, resulting in the problems that individuals cannot be efficiently developed and their academic performance cannot be effectively improved. This research sets out to further study differentiated instruction and the relevant theories, and explore and study in the aspect of differentiated instruction practice.The first chapter introduces reasons for choosing this topic, current domestic and methodology and significance of the study. The second chapter defines the core concepts and introduces relevant theories of differentiated instruction. The third chapter introduces the relevant principles in implementing differentiated instruction and some teaching strategies used in classroom teaching. Making a teaching design for differentiated instruction, carrying out questionnaire and score study to students and finally reflecting on the practice.