| As everyone knows, there are many differences between the individual students,such as intelligence, learning interest, motivation differences, cognitive style, cognitive style differences and so on. And the individual difference is not immutable and frozen,but changed dynamic with the time passed. The traditi onal teaching mode is “feeding students” in geography teaching. Teachers ignore or disregard of individual differences between students by using the unified teaching plan and teaching goals, which makes students be tired of learning. Differentiated teachin g is according to the students’ individual differences, teachers prepare diversified teaching contents and tasks for the students, fully stimulating the learning potential of the students, let the students get greater development on the basis of the origin al.First of all, there is much study about differentiated teaching, but the research of application on teaching theory is not much, quantitative research of the differentiated teaching is much more less.There are three months used in this paper to verify the differentiated teaching practice in middle school geography teaching, and explore and analyze the current problems of differentiated teaching in middle school geography class by combining with the interview and the questionnaire survey to the midd le school geography teachers, then find out the restriction factors. Secondly, from the perspective of students, including geography learning interest, learning motivation, learning attitude and learning ability, make a survey with students between the traditional geography class and the differentiated geography class. Making a conclusion about the efficiency of differentiated geography teaching, the process of different students learning geography and what role should students should pay through quantitati ve analysis-- T test and regression analysis of the relevant data. The above research can better serve the geography class teaching. |
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