"The Same Class Of Heterogeneous" Teaching Strategies

In this paper, based Senior Middle School, teaching practice and case studies, found that the role of high school art appreciation, "the same class of heterogeneous", summarized, summed improve the quality of teaching, "with heterogeneous class" teaching strategies.Text is divided into five parts:Part Ⅰ:"The same class of heterogeneous," Overview. This section through the "same class of heterogeneous" concept be redefined, and further stated that "the same class of heterogeneous" theoretical basis guiding principle, implementation of the principles and form of organization, which summed up the concept of "the same class of heterogeneous":According to the the same teaching content, use of existing teaching conditions, combined with the actual students and the teacher’s own teaching characteristics, teaching cases with different design, so to maximize the effectiveness of teaching, so that students overall harmonious and healthy development of the teaching process of inquiry. "The same class of heterogeneous" provides us with a selection of the best teaching design platform.Part Ⅱ:survey of high school teaching art appreciation "with heterogeneous class" teaching status quo. Mainly through the questionnaire and interview survey, to understand art appreciation in school "with heterogeneous class" teaching situation and background, followed by statistical analysis of survey data of students and teachers, according to the existing problems, pointed out that "with class differences constitutive "in high school art appreciation teaching the necessity and feasibility.Part Ⅲ:Teaching Strategies, "with heterogeneous class" high school art appreciation teaching. This section is mainly based on constructivist theory, theory of multiple intelligences theory, concludes that "the same class of heterogeneous" teaching strategies in high school art appreciation teaching:First, according to the curriculum standards to determine the content of isomers; Second, cooperation seminars, contributed heterogeneous power; Third, individual preparation, looking for heterogeneous resources; Fourth, individualized, promote heterogeneous teaching; V. evaluation reflection, optimization of heterogeneous thinking.Part Ⅳ:"The same class of heterogeneous" teaching case study high school art appreciation teaching. Through comparative analysis of teaching cases to illustrate the "same class of heterogeneous" teaching strategy for teachers’ professional development, effective teaching role.Part Ⅴ:"The same class of heterogeneous" Implications for teaching high school art appreciation. Through the above research, teaching strategies and comparative analysis of the case, we conclude that "the same class of heterogeneous" meaning high school art appreciation teaching, found that "the same class of heterogeneous" teaching activities problems and propose solutions.In this study, combined with the actual situation closely to teaching high school art appreciation for the stance, and always adhere to the principle of combining theory and practice, to explore teaching law and intrinsic value at "the same class of heterogeneous" teaching strategies background high school art appreciation courses, trying to find a school to promote art appreciation teaching optimization, improve the efficiency of classroom teaching strategies in order to provide for the general art education teaching assistance.