Research Of Differentiated Teaching Strategy In The Senior Three Review Classes

The new curriculum reform puts forward the basic concept of facing all students,and stresses that the teachers should pay attention to the individual differences of students during the teaching process and all for the development of students.Under the restriction of large class teaching conditions and the pressure of the college entrance examination,in the current many high school chemistry review class,a lot of teachers still adopt the full and one-size-cut form of teaching,so that the polarization of students was serious after the review,which is contrary to the concept of new curriculum reform which neglects the individual differences of students.Therefore,it is the biggest problem for education to study how to make appropriate recitation for the individual differences of students.The differentiated teaching is based on the individual differences of the students,satisfy each student's learning needs,and promote each student to achieve the corresponding progress in the original level of a new teaching mode.The thoughts have many coincides with the concept of the new curriculum reform in treating and valuing the individual differences of students.It is of great significance by implementing the difference teaching in recitation.Firstly,this paper analyzes the teachers of some high schools in Dafang county.It is concluded that the current differential teaching strategy is missing in the chemistry review course of high school in Dafang county,which is the starting point of this paper.Secondly,according to the thought of difference teaching and the requirement of three dimensional teaching objectives of chemistry recitation,the strategy of implementing difference teaching in recitation course was developed.Finally,the author select two senior class in Dafang physics and chemistry of middle school which are taught by myself,and carry out the research of difference teaching practice.And collect,statistics,analyze the survey data and student achievement of the front and back test of the experimental class and the control class after the experiment.The experimental results show that,after the difference teaching strategy is implemented in the recitation,the achievement gap between students in different levels of the experimental class is narrowing,and all students are improving at the original level.Learning interest,learning subjectivity and learning confidence of students have been improved,and many students have accepted the difference teaching in chemistry recitation.In conclusion,the difference teaching strategy is effective for the senior three chemistry review classes.