The Application Of Differential Teaching Strategies In High School Biology Review Classes

The new curriculum reform stresses that education should face to all the students, which means the individual differences of students should be respected during the teaching process. Due to the college entrance pressure, teachers still adopt the mode of combination of practice and explanation in the current biology revision class of senior high school, so that the problem of polarization is intensified in students and the education concept of facing all students is contradicted. Differentiated teaching is kind of teaching method facing all students and adopting diversified teaching means under the premise of class teaching system. The application of differentiated teaching strategy in revision class can help students in different levels make progress together and strengthen the efficiency of the revision class.With literature review, the paper sorts out the research status of differentiated teaching strategy at home and abroad. Then, the current status of differentiated teaching in some senior high schools of Shandong Province is learnt through the interview method and investigation method; the application insufficiencies of differentiated teaching in current biology revision class of senior high school are analyzed and taken as the entry and innovation points of this research. Under the guidance of Gardner’s Multiple-intelligence Theory, Bloom’s system of classifying educational objects and the new curriculum reform ideas, the paper develops the corresponding differentiated teaching strategies respectively from three angles, i.e. knowledge objective, ability objective, and objective of emotional attitude and value. To realize the knowledge objective, the author designs the learning guides of different levels: the knowledge of level A places emphasis on the training of core and difficult points; the knowledge of level B aims at the key teaching points; the knowledge of level C belongs to the basic knowledge. As for the ability objective, the practice test papers of different difficulty levels are designed: the test questions of level A focus on the elevation practice for the college entrance test; questions of level B aim at the enhancement and passing; practices of level C are questions for foundation consolidation. The objective of emotional attitude and value is designed to arouse the interests of students and their concern on the hot spots of society, and it runs through the whole design process of differentiated teaching. To test the efficiency of the above differentiated teaching strategies, the author selects chapter five in compulsory biology textbook I of senior high school(PEP edition) and conducts teaching design, then makes teaching practice in a senior high school of Taian City. The results show that, after the application of differentiated teaching strategies, students have firmer mastery of basic knowledge after the knowledge objective is realized, and the scores of students of level A, B and C are all improved to different extents after the ability objective is realized.All in all, differentiated teaching is significant to respect for individual difference, “for all the students”, and realizing the three-dimensional teaching aims, etc. Differentiated teaching is, both theoretically and practically, worthy of being carried out in high school biology review lessons.