Research On Teaching Mode Of High School Appraisal Class Based On The Theory Of Differentiated Instruction

Appraisal class refers to the type of class that teachers design for giving commentary on and appraisal to the success and failure of the students'performance in their exercises or examinations so as to pertinently solve problems reflected in the students'papers or exercises, help students consolidate knowledge and improve their learning and testing capabilities. Appraisal class holds a great proportion in senior high school classroom teaching in China. According to the author's investigation, there are 4-5 such classes in each discipline per semester for grade 1 and grade 2 in high school, and the proportion reaches nearly 70% of the total classes in grade 3. As a special type of class, appraisal class has its unique teaching values: it can perform irreplaceable functions which other class types can not do. Through effective appraisal, the lesson can not only help students solve their existing problems in knowledge, but also perform more incentive functions: strengthening students' learning motivation and enhancing their enthusiasm for study. However, the teaching practice in everyday appraisal classes is far from optimistic.Through searching and analyzing relevant journal essays and academic papers on appraisal class, we can find that current studies of teaching modes about appraisal class mainly adopt the form of direct description and summary of teaching experience, which lacks theoretical ascensions. On the basis of analysis of related resources, combining the investigation of the practice of appraisal classes, this paper mainly discusses three closely related basic questions about appraisal class: the value pursuits of the practice of appraisal classes, the characteristics of appraisal classes, the basic elements of effective appraisal.Through classroom observation, questionnaire, interviews and other forms of studies about teaching practice in appraisal classes, we found the problems currently existing in the teaching practice of appraisal classes: school leaders and teachers attach insufficient importance to the teaching practice of appraisal classes; the fragmented achievement of the 3 teaching objects (knowledge target becomes the only valued teaching goal, while the emotional goal is emptied or neglected, and the method goal oversimplified); teachers'concern for the differential development of students is insufficient; students are not yet satisfied with the practice of appraisal classes.According to the problems existing in the teaching practice of Appraisal classes, this study tries to construct a teaching mode of appraisal classes on the basis of the theory of differentiated instruction and excellent experiences accumulated during the teachers'teaching practice in appraisal classes. Around the five elements of teaching mode (theoretical basis, teaching objectives, teaching principles, teaching procedure and teaching strategies), this paper gives a relatively complete discussion of the differentiated teaching mode in appraisal classes, hoping it can provide useful reference for optimizing of classroom instruction in appraisal classes.