Learning Style-Covertly Stratified Teaching In Junior High School Biology Practice

With the development of society, the individual differences became more prominent. Highly uniform delivery mode can’t satisfy the demand of teaching different students in the background of large-scale class. For cultivating students’ scientific literacy and comprehensive quality with the problem of students’ variance and progress demands, this paper classifies students into covert stratifications according to their learning styles, then teaches them in stratified experiment classes in consideration of their different learning statuses, including attitudes, habits, and methods. During different modes of activities and evaluation, the academic records and interests in learning can be promoted as much as possible. It will greatly help students in different learning styles make progress sustainably.This paper consists of five chapters. The first chapter introduces research background of covertly stratified teaching, introduction of experiments, and core concepts in this paper. The second chapter reviews development history and current implementation situation of stratified teaching. The third chapter classified students into different covert stratifications through related tools, delving into details of covert stratified teaching in junior high school, such as stratified lessons, exercises, homework, individual counseling, activities of in-and-on class and evaluation of learning. The fourth chapter summarizes the advantages of covertly stratified teaching:improving teaching effect, meeting students’ different demands, taking care of their self-respect, self-confidence and privacy. The final chapter generalizes practical strategies and awaits improvements in junior high school teaching.