Experimental Study Of High School Biology Stratification Teaching

Individual differences between students in one class have been proved to be truly existing. How to take into account, when teaching biology for senior highs, students' different levels and help each student get fully developed is a big question to answer. After experiments carried on in classroom teaching, I insist that it be an effective strategy to adopt graded teaching, that is, teaching according to students' different levels.In this thesis, based on Bloom's "Mastery Learning" and Vygotsky's "Zone of proximal development", according to optimized teaching ideas, I'm going to set forth the idea of reforming the teaching organization forms and methods, dividing teaching objects, teaching aims and teaching activities into different levels on the basis of students' objective differences and potential learning levels. The teaching mode is like this: evaluate and make up; preview with certain purposes; present the topic; co-operate and discuss; raise questions and further explain; pratise and feed back; reteach and adjust. The strategies and forms are: dividing students into different levels in secret and making various education background into one group; setting different aims to students at various levels; co-operative learning and treating students of different levels differently. The necessary guarantee measures of graded teaching are: graduation direction, level examination and graduation assessment.The experimental study shows that graded teaching helps realize the transformation from "teachers-centred" to "students-centred", helps meet the needs of different students of different levels, and helps solve the conflicts between" catering to all" and "suiting teaching to the aptitude of the student". It also cultivates and develops students' abilities in self-learning, co-operation, and self-development and promotes both the teacher-pupil and pupil-pupil relationship.