Differentiated Instructional Design Based On The Learning Readiness Of Information Technology

With the deepening of the reform of course, the selectivity of learning for students isstrengthening. It is an important problem for teachers that how to face the students with manydifferences, and promote the students’ comprehensive and individuality development. Sothe“differentiated instruction”which adapt the students’ individuality difference, and promoteeach student to achieve full development becomes a new growth point of the curriculumreform. It focuses on the individual difference, and make every student get sufficientdevelopment. While there are many kinds of student differences ,the past differentiatedinstruction research were most about students’learning style or mental differences, ignored theattention of the students differences of learning readiness. However the learning readiness notonly influence the success of the new study, but also influence the learning efficiency. Sounderstanding students’ existing learning readiness before the class of study in order to taketargeted differentiated instruction is very important.The paper theoretically is In the classroom teaching practice, take the informationtechnology for an example ,it conducted detailed and specific case analysis about fordifferentiated instruction design based on the learning readiness , it admitted students’differences objectively, discuss the students’ differences in the development of the study , takeeffective measures of teaching, which can not only narrow as far as possible the goal gap in thebasic teaching , and can fully develop each student’s advantage, so as to realize the educationconcept that faced all the students of all-round development .This paper is divided into five parts, the first part is research summarize ,it expounds theresearch background, the research present situation and through the analysis of theshortcomings of the previous research, and puts forward the research angle of view andmeaning, based on reading many of the literature reviews .The second part is the theoretical study, through the literature reading analysis,summarized theoretical knowledge about differentiated instruction.The third part is the focus of this paper, mainly in the related theoretical guidance, such asadvance organizer, zone of proximal development, Studying to view,according to certaindesign principles, based on differentiated instruction theory and learning readiness testing, putsforward an operating procedure of instructional design in classroom , which is through theclass teaching course, and it designs the preparation, teaching implement, teaching evaluationand the links and cohesion of conversion in detail .And puts forward some strategies, and gives some examples related auxiliary.The fourth part is the case experiment and for the analysis of the result, through theexperiment, summarized the role of students’ development based on difference teaching design.It can not only narrow as far as possible the goal gap in the basic teaching , and can fullydevelop each student’s advantage, so as to realize the education concept that faced all thestudents of all-round development .The fifth part is the conclusion, the teaching design program not only improve thestudents’ learning quality, and cultivate the students’ mental health. In the experimental process,it found that the teachers’thought weak, the difference classroom management shortage anddifference teaching design level needed to improve, which all need to reflect and improvement.According to the problems found, some advices are gived: one is to master the scientificapproach in order to effective testing differences; the second is traditional and differenceteaching union, to improve the classroom efficiency; the third is to strengthen the training inorder to improve education teaching ability.