Differences Between Junior High School Information Technology Classroom Teaching Strategy Of Practice Research

Since the1990s, respect students, concern the student individualitydevelopment and differentiation of difference teaching has become the domesticand foreign education topic of concern. As first-line teachers, only to respectdifferences, to adapt to the differences, using the difference, to differenceteaching strategies in their discipline, to better promote the development ofstudents’ initiative and comprehensive.Our school is a public junior high school that located in Shanghai’s old urbanand rural areas. In recent years, our school’s students come from local studentsfrom Shanghai with individual children of rural migrant trailing to now nearlyhalf the proportion of the status quo. This practice research first uses thequestionnaire survey, classroom observation records, primary school juniormiddle school information technology foundation baseline test and other methodsto get to know different students of different background, advantage, shortageand interest, the actual status of the style, preferences and needs. Then accordingto the situation of students, develop suitable for different students differences inthe classroom teaching strategy, through a specific differences betweeninformation technology classroom teaching case analysis and practice, to exploreand summarize the differences between the classroom teaching strategy for thestudents in our school, it is a layered teaching goals, determine the choice ofteaching content, using the grouping cooperation teaching method, the design ofelastic class assignments, set up student’s electronic file cover, buildingdiversified ways of evaluation, and promote students’ all-round, free andharmonious development, promotes the student individuality at the same time theoptimal development potential.