The Practice Of Stratified Teaching In Biology Teaching In Senior High School

The Foundation Education Course Reform Outline(For Trial) and Ordinary High School Biology Curriculum Standard(experiment) require teachers to be aware of students' individual differences and meet the learning needs of different students. The author found that the number of students in the sample school is not sufficient and on the other hand, the students' learning quality is relatively backward. Therefore, in the face of students with large individual differences as well as weak basic knowledge, it is not wise to take “one-pot” teaching method because it would be hard to achieve good effects.In this background, the paper first made an assumption and then designed a questionnaire and interview. After the validity test, the questionnaire was given out to96 students in the sample school and 21 of whom have accepted the interview. The results indicated that the main cause of the phenomenon is that teachers did not give consideration to all of the students in the teaching process. In view of this situation, the author consulted a large number of literature and then decided to adopt the layering teaching method to solve this problem in high school biology class.In the process of study, the author adopted the “inner-class layered teaching” in class. The 96 subjects in the study were chosen from class 12 and class 13 in grade one.To be concrete, the students in a class firstly were classified as 3 levels according to their existing learning situation and their personal characteristics. Then, the students in same level were divided into different groups for the convenience of cooperation and interaction in class. Since biology is a subject based on the experiments, it takes the form of both ordinary classroom teaching and laboratory experiment. The teaching content in classroom is unified, but for each level of the students, the teacher should develop different teaching goals and requirements, and also should set different class exercises and homework. Thus, different levels of students receive different learning effects and evaluation methods. For those who are excellent in learning, the teacher can approximately raise the standard and for those who with poor foundation, the teacher can approximately lower the standard. On the experiment class, the teacher can adoptdifferent teaching methods according to different levels of students. But the requirements of teaching goal, practice, assignments and evaluation should be the same with the ordinary classroom teaching. After four months of teaching experiment, the feedback of teaching can be collected by teaching diary and reflection, classroom observation and interview. The study found that layered teaching can improve the classroom teaching efficiency, inspire the students' interest in biology study, enhance students' self-confidence and improve the teachers' academic quality. The paper also has some shortcomings, such as the layer division is not clear enough, the design of guided learning plan needs to be improved, the evaluation mechanism towards students is not perfect and the teachers' overall academic quality needs to be improved. The paper also puts forward some suggestions:(1) Make a comprehensive understanding of students and make the layer division more scientific.(2) Teach students in accordance with their aptitude and flexibly use the teaching methods.(3) Attache great importance to the learning process and evaluate students in multiple dimensions.(4) Raise teachers' overall quality so as to offer better service for the students.