The Practice Of Differential Teaching In Junior Middle School History Teaching

Differentiated instruction of history teaching in the junior high school means in the high school history class, teachers should base on each student’s individuality difference, meet the needs of the individual student’s learning, and promote each student to obtain full development in the original basis. So far, differentiated instruction has expanded at home and abroad. It can meet the varied demands of today’s society, and it is the development of modern education theory, and also it will meet the idea of basic education reform in China. This paper concludes one foreword and three chapters.The foreword analyzes the origin, the current situation, the significance and the innovation point of this research on the differentiated instruction of history teaching in the junior high school.The first chapter discusses the premise of the implementation of the differentiated instruction in junior high school. To implement the differentiated instruction, first of all, teachers should be aware of junior high school students’ individual differences and their learning differences, also understand and evaluate the analysis method of students’ individual differences; secondly, to carry out differentiated instruction, teachers should also understand its basic theory; finally, only when we have environment of differentiated instruction, can teachers successfully-carry out differentiated instruction.The second chapter analyzes the teaching strategies of the differentiated instruction of history teaching in junior middle school. The first step researches individual differences of students and ready to the good environment for its implement, and the second step is to be familiar with teaching strategy, its principle, and understand the role of teachers and the ways of its evaluation.The third chapter explores the teaching practice of the differentiated instruction of history teaching in junior high school. From theoretical and practical aspects, I will use students’ individual differences as teaching resources in the history class of junior high school, and actively explore the teaching patterns of the differentiated instruction, such as teaching cooperation inquiry learning under the differentiated instruction, stratified teaching in collective teaching class, etc., and also list a typical teaching case design.In a word, this paper from the perspective of the differentiated instruction in history teaching, using educational psychology, curriculum and teaching theory, history of education, and other related theories, drawing lessons from the foreign research results and my own teaching practice, has carried on the preliminary discussion of teaching practice in the differentiated instruction in history teaching of junior high school.