Research Of The Current Situation、problems And Strategies Of Differentiated Teaching Of Primary School Chinese

In 2001, Chinese department of education issued a “Basic Education Curriculum Reform(trial implementation)”, which said explicitly that teachers should respect student’s character, focus on student’s difference, as well as meet student’s learning needs. It also emphasized that teachers played a leading role in the process of teaching and students were the main body in learning, so teachers should spare no effort to create a favorable classroom environment, making students learn actively. Therefore, under this background, respecting student’s difference has attracted increasing attention of the public. In the meanwhile, difference teaching has become a crucial topic as well. So what is a real teaching situation in the primary and middle school? Whether it embodies the distinction principle or not? And how it embodies? For all these questions considered, the author begins her own study.Based on the relative references that had been searched and collected, this study mainly adopted the method of interview and classroom observation. So the author investigated and analyzed the current situation of implementation about the difference teaching in Chinese class in X primary school, which has made a great progress. For example, the teachers admitted the difference among students and thought it was necessary to implement; the teachers can know students through various ways; the teachers can put forward different requirements based on student’s different characters; the teachers can respect student’s unique feeling in aspect of Chinese reading, etc. However there is also some problems existed, the author divides it into three classes: the problem in the preparation of teaching, the process of teaching and the end of the teaching. It includes that the teachers know little about student’s differences, the goals of the teaching is simple; the manner of the cooperative learning group is not flexible, the homework is same for all students; the classroom discipline is hard to control; the evaluation of the teaching is not multivariate; the reflection of teaching is not deep. So, the author analyzed the reasons of those questions. In order to promote and perfect the development of difference teaching, this study puts forward the following strategies: first, it is necessary to improve Chinese teachers’ quality in primary school; second, the teachers should have a comprehensive understanding of the students; third, the teachers should draw up reasonable teaching program; forth, the teachers should carry out flexible teaching group in the primary school; fifth, the teachers should layout flexible homework; sixth, the teachers should have effective teaching reflection.