The Research On Differentiated Instruction Application In Moral Courses Of Junior Secondary School

Students of junior secondary school because of their family background, intelligence, different learning preferences, learning basic and learning ability varies, ideological and moral development vary widely. But stressed that the unified unified class teaching materials, uniform requirements, uniform pace, which makes teachers often do not fully cater for individual differences, is not conducive to play to individual strengths of students. The present stage of our population, education and other basic conditions of status quo in large classes taught classes in the capacity of the system will remain a considerable time, the basic form of teaching. In this context, to enhance the effectiveness of innovative teaching focus lies within the classroom. The 20th century, the rise in the United States 90 years teaching as we respect the differences between the students and meet the needs of students to provide useful inspiration. The ultimate goal of differentiated instruction is to promote each student on the basis of the original have been the largest developing and promoting self-education. Only take care of differences in teaching, can truly reflect the face of all students. Therefore, the moral lessons of junior secondary school to improve the quality of education, to education, the result is fair, the implementation should be differences in the educational process of teaching, which is based on the individual differences of students, encourage each student based on the original in its full development.This moral lessons from a junior secondary school classroom teachers in the perspective of middle school differences in moral lessons for effective teaching are discussed. This article is divided into four parts. Part I:Introduction. This section introduces the topic of the origin, the concept of difference between teaching and research status and so on. Part II:Implementation of Differentiated Instruction. Junior secondary school class of goods carried between thinking ways and means of teaching. Decomposition of the teaching process, from understanding the difference between teaching content design, teaching organization, teaching the results show, teaching evaluation and other aspects of the implementation of different teaching strategies related to teaching, the teaching process of a specific design. Part III:Differences in teaching new problems. In practice to analyze the practical difficulties encountered on the impact of differences in teaching junior secondary school moral lessons various factors were discussed. Part IV:Strategies for improvement. For practical problems, to promote the implementation of the study to perfect from a broader perspective, find ways to improve teaching effectiveness Crispin effective ways and measures.