| As we all know, the purpose of education is to enable individuals to become fully developed. With the developing of our country’s education, the implementation of differentiated teaching has become the trend of contemporary education. At present, the theory of differential teaching has been widely accepted, but differential teaching still hasn’t yet been massive implementation and the effects have not panned out as expected in China. There is all talk and no effect, which leads to the fact that there is no more space for most students to develop their personality, interests and strengths. Due to the constraint on varieties of traditional education mode, at the same time, due to large population, the vast number of Chinese school-age children, Chinese college entrance examination system and regional differences, the implementation of differentiated teaching mode is restricted. Especially in the ideological and political class in middle school, most of them have the same mode. Students will gradually lose their talent, creativity and the thirst for knowledge. But we cannot stay at the same place, just because there are difficulties in the implementation and application of differential teaching. There are some aspects that we should improve.Firstly, we cannot ignore the function of ideological and political teacher in differential teaching. The requirement of quality education and new curriculum standard is to put differential teaching into effect. Ideological and political teachers carried out differential teaching are the guarantee for students to have it. The possibilities of ideological and political teachers are promoting the physical and mental development of students and cultivate their desire and ability for lifelong learning. Implementation principles and educational theory of differential teaching should be supplemented by ideological and political teachers. We should perform the assessment and evaluation of teachers’ professional in different ways at the same time.Secondly, differential teaching makes the society and schools not just focused on scores of students’; instead, they turn to focus on the personality, innovation spirit and practical abilities, sense of social commitment and interest development of the students. This is beneficial for students, society and our country to ensure ideological and political teachers can motivate the development of students’ body and mind, cultivate their desire and ability lifelong learning. There is no denying that the realistic difficulties in the implementation of differential teaching. However, with the developing of economic, educational resources will be fully, reasonable, scientific collocated in whole China,the communication between subjects, schools and school districts will be further strengthened.This thesis is divided into four parts. The research background, significance, status at home and abroad, methods, logical structure and main content, the innovation and inadequacy of differential teaching in ideological and political classes of middle school formed this part. A detailed discussion about the importance and necessity of researching this subject will be specifically carried out.The second part of this thesis introduces the concept of differential teaching mode and some related theories. The concept of differentia, differential teaching, and differential teaching mode are defined in it. I also defined the related theories are involved in the implementation of differentiated teaching process. The goals, design, implementation, feedback and evaluation of the result of differential teaching in ideological and political classes are discussed also in this part.The third part of this thesis is considered from two aspects: middle schools and ideological and political teachers to analyze the problems and reasons of differential teaching.The forth part of this thesis rise some basic countermeasure to the problems that appearing now. At first, from the aspect of middle schools, in order to solve the knowledge structure of ideological and political teachers is not sound and the gap between the professional development of teachers and the direction of middle schools’ development, middle schools should provide and increase the opportunities to teachers to learn and training and build a sound management and evaluation of teachers. Secondly, from the aspect of teachers, we should improve ideological and political teachers’ the sense of identity and attention of differential teaching. Encourage ideological and political teachers refining knowledge structure, learning from experienced ideological and political teachers and participating in school-based training actively to enrich them and promote professional development. |
