Action Research On Chinese Difference Teaching In Large-class In Urban Primary School

The language teaching in primary is an important part of formed Chinese thinking and learning Chinese ability.In traditional class teaching,unified textbooks、unified standard 、unified progress and unified purpose requirement.It neglects the difference of students’ ability of Chinese learning in the class,and fails to take into account the difference educational needs of each student,which affects the development of many students.Today,with continuous development of education and education equality,people pay more and more attention to the difference among students and continuous progress of each student.Therefore,under the current situation of large-class,the action research on different teaching in language teaching in primary has positive practical.Fristly,this research,define the concept of large-class and difference teaching though access to rich date,then compare relevant concepts.Though literature review on the concept of large-class and difference teaching,it learned that theoretical research on difference teaching is increasingly enriched,but the current situation of real teaching cases and action research is not optimistic.Secondly,to explore the theoretical basis of difference teaching in large-class,as well as the principle and methods to be followed in implementation difference teaching and the evaluation method of difference teaching.According to the examination paper analysis,the teacher interview,the questionnaire,the classroom observation understand the student difference and determine the difference teaching action plan.then implementation of the Chinese difference teaching in the large-class in primary school.It mainly carries on knows the students’ stratification in difference teaching,the teaching strategy and the teaching instruction.Lastly,the result of the action research on the difference of the amount of large Chinese classes in primary schools is obtained.And on the basis of the analysis of the results of action research and the problems in the primary Chinese in large-class use difference teaching I encountered and found,then say the ideas,put forward my own opinions and Suggestions.Some achievements have been made in this research.For example,in terms of academic performance,the average grade of the class has been improved,and many students have made great progress.In terms of learning attitude,students’ enthusiasm and consciousness have been improved,and the classroom discipline and atmosphere have become better and better.Students’ learning ability has been improved to a certain extent;Rich emotional experience also promotes the perfection of students’ personality.However,there are still many problems in the research process.For example,due to my lack of theoretical and practical experience,I do not have a good grasp of reasonable and dynamic stratification,and lack of communication with parents in the research process,as well as the implementation of this kind of difference teaching,the teacher’s workload is still serious.The author believes that in order to effectively implement difference teaching in urban primary schools with large class sizes,teachers’ professional development must first be paid attention to and teachers’ theoretical and practical experience must be improved,so that teachers can be flexible in carrying out difference teaching.Secondly,it is necessary to attach importance to home-school cooperation.Parents are the people who know children the best.Only when parents help teachers to have a better understanding of students’ differences can they carry out diverse teaching more smoothly.Besides,in order to alleviate teachers’ large teaching workload in large-class,the tutor responsibility system of teaching management system can be adopted,which is also conducive to paying attention to the development of each student.Finally,information technology can be used to realize the network management of students with differences in class,which can reduce the teaching burden of teachers to a greater extent and treat each student differently.