An Application Study Of Differentiated Instruction In Chemistry Education Of High School

In the last few years of teaching reform, the civil educational circle have always been working hard on achieving the agreed goal of improving students’ quality, cultivating students’ creativity, developing students’ proficiency and send talents with innovation capability. As a matter of the real fact that the big class size and the unreasonable distribution of educational resource, the inculcating teaching style without noticing students’ differences still exists in current education. Lack of the knowledge of students’differences, it is difficult to realize the goal above. In this case, it becomes very important to learn and study the theory of differentiated instruction and absorb the thoughts and theory of giving proper education to students according to their differences. Therefore, on this base, this study applies this theory to chemistry education of high school, makes the plan of implementing chemistry education featured in differentiated instruction. The plan includes investigating students’ differences through questionnaire survey before carrying out differentiated instruction, making differentiated instructional design according to students’differences and the contents, choosing proper teaching strategies and modes, making efficient control and organization of the teaching process, finally conducting standard tests on the efficiencies after chemistry differentiated instruction. This is only a small and short-term study because of the reality, aiming at providing references for the further study on chemistry differentiated instruction of high school.This study is mainly made up of the following six parts:1st part:an introduction of the study background, domestic current study situation, study contents and methods, the purposes and meaning of this study.2nd part:a summary of the theory basis, including the explanations of the connotation of differentiated instruction given by domestic and overseas scholars, and differentiated instruction theory basis from the angle of education and psychology.3rd part:combing differentiated instruction with the reality in chemistry education of high school, there is an analysis of the preparation work in the teaching idea and enforcement for schools, teachers, parents and students. Then the details in implementing differentiated instruction are discussed. That is, setting differentiated teaching goals according to the students’differences, and choosing appropriate teaching modes referring to the contents and students, arranging efficient control over the teaching process, preparing relevant teaching strategies, finally establishing evaluation methods and standard for chemistry differentiated instruction.4th part:in the organization and enforcement of differentiated instruction, teachers should abide by certain principles in order to realize the idea of differentiated instruction, truly concern students’differences, and prepare for students’fully development.5th part:this is the kernel of the study, which put the theory into practice. Firstly, do the investigation on students’differences, mainly by questionnaire survey, in the three general classes in grade 1 of key senior high school in Wu han city. Secondly, make a comparative analysis among three classes, and give suggestions on the basis of differences among classes and students. In accordance with the differences, the author makes differentiated instructional design and experiment in class on the content of oxidation and reduction reactions, which is studied in the third section of chapter 2 of the 1st chemistry compulsory course published by people’s education press. Finally, the efficiency of educational experiment is tested, which turns out that chemistry differentiated instruction works well.6th part:this part summarizes the whole study, makes an introspection of the limitation and inadequacy, and looks into the distance of the development of chemistry differentiated instruction.