Research On The Problems And Countermeasures Of Differential Teaching In Primary Schools From The Perspective Of Inclusive Education

In 1994,the World Conference on special needs education was held in Salamanca,Spain.It spread the seeds of inclusive education to all parts of the world.In the following time,some countries made brave explorations in the development of education in combination with inclusive education.In 2001,the outline of basic education curriculum reform(Trial)issued by the Ministry of education of China listed treasure individual differences as one of the directions of new curriculum reform,which further promoted the popularization of inclusive education concept in ChinaUnder such a big background,more in-service teachers begin to pay attention to the individual differences of students.Difference Teaching is one of the main forms of exploring and practicing the concept of inclusive education in the field of education in China.In order to make up for the lack of research on differential teaching in primary school and to enrich the connotation of special education,the research chooses the theme of differential teaching based on inclusive education.The research holds that the difference teaching and inclusive education have the same value orientation,and the difference teaching is the inevitable requirement for the implementation of inclusive education.Literature analysis,questionnaire survey,classroom observation and interview are used to study the main problems.Through nearly 300 targeted questionnaires and interviews with front-line teachers,the representative problems existing in the process of implementing differential teaching of front-line primary school teachers are preliminarily grasped,and the opinions of many teachers are absorbed in the process of interview and observation,which is the basis of the countermeasures proposed later.Through the above methods,it is found that there are some problems in the implementation stage of differential teaching in primary schools,such as the weak awareness of inclusive education,the lack of in-depth understanding of students’ differences,the formalization of group cooperative learning,and the single implementation of teaching feedback.The reasons for these problems can be summed up as follows: 1.The concept of inclusive education has not been popularized;2.Neglecting the education survey of students;3.The objective existence of large class teaching;4.The objective facts of heavy teaching tasks;5.The lack of differentiated teaching experience as a whole;6.The deep roots of traditional classroom influence.Based on the problems found in the research and the reasons summed up,this paper combines the experience of advanced countries such as the United States and the United States with the actual situation in China,and puts forward six feasible countermeasures: 1.Update the teaching concept of teachers;2.Fully understand the differences among students;3.Take into account the coordinated development of points and areas;4.Optimize the form of group cooperation;5.Make use of the classroom management strategy;6.Reform the teaching evaluation mode.Difference teaching has systematic theory and comprehensive implementationrules.According to the current situation in our country,it is not realistic to deeply realize the application of difference teaching in primary schools,but it can not negate the value and significance of difference teaching in favor of the development of all students.Based on the concept of inclusive education,this study makes an empirical study on the difference teaching in primary schools,analyzes its current situation,problems and causes,and puts forward specific countermeasures in order to cause more educators to explore and practice.