Research On The Current Situation And Strategies Of The Different Teaching Design Of Junior Middle School Teachers

In the current curriculum reform practice,many schools still pursue a unified goal,unified curriculum,unified assessment,and require all students to reach a unified standard,this "one-size-fits-all" practice violates the objective differences between students,is not conducive to the realization of learning opportunities and the cultivation of students' core quality.The difference teaching advocates to base on the individual differences of the students in the class,and advocates to provide the opportunity for the difference development for each student on the premise of realizing the basic and universal development of the students,so as to ensure that each student can make proper progress on their original level.It conforms to the trend of the new curriculum reform and the requirements of The Times.Through literature review,it is found that there are few studies on the integration of differential teaching thoughts and teaching design theories to achieve differential teaching through classroom teaching design,especially in junior middle school.Therefore,the author studies the current situation of junior middle school teachers' teaching design from the perspective of"differential teaching.By using the methods of literature research,questionnaire survey and interview,this paper has consulted the celebrity works and academic papers about the difference teaching and the difference teaching design in the recent ten years,explored the rules and ideas of the research,and determined the research topic and entry point of this paper,that is,the junior middle school teachers as the research object.Firstly,the status quo of the differential teaching design of junior middle school teachers was understood through questionnaire survey and interview,and the reliability,validity,significance and correlation of each characteristic variable of the questionnaire were analyzed by SPSS data analysis software.Secondly,based on the analysis results of the questionnaire and interview data of junior middle school teachers' differential teaching design,this paper analyzes the problems of junior middle school teachers in the early stage of teaching design analysis,teaching goal preparation,teaching process design and teaching evaluation reflection stage.Thirdly,in view of the problems existing in the process of teaching design of differences among junior middle school teachers,the author analyzes the causes from the three aspects of teachers' teaching concept,teaching ability and teaching management.Finally,the paper puts forward the corresponding improvement strategies from the four stages of the preliminary analysis of instructional design,the compilation of instructional objectives,the design of instructional process,and the reflective design of instructional evaluation.There is a long way to go to realize the difference teaching.On the basis of reflecting on the dilemma of difference teaching,the author innovatively integrates the difference teaching thought with the teaching design theory,so as to improve the status of middle school teachers' difference teaching design and improve their ability of difference teaching design through the systematic operation of teaching design.