Application And Practice Of Differentiated Teaching In Biology Teaching In Senior High School

The development of personalized student with the deepening of education reform,gradually attention by countries,teachers and parents.Due to the limitation of large class size and college entrance examination,in the traditional teaching mode,teachers teach and measure students with "a ruler",which will affect students’ learning interest,attitude and motivation.Differentiating teaching based on students’ individual differences,pay attention to students before learning readiness,learning interests,attitudes,motivation,and the process of teaching content,make adjustments in order to meet the needs of each student.Firstly,this study elaborates the definition of differentiated teaching by referring to literature to understand the research status and theoretical basis of differentiated teaching.Secondly,through the student questionnaire and teacher interview,understand current differential teaching practice.On this basis,qualitative and quantitative methods such as questionnaire survey and classroom observation were used to measure students’ learning attitude,motivation and interest,and biological basic level.After analysis of survey results,puts forward the hierarchical teaching,flexible team cooperation,such as a variety of teaching strategies,and design differentiation teaching related cases used in the high school biology teaching.Finally,the implementation of differentiated teaching situation and the effect is analyzed,and put forward related suggestions.This study carried out an exploratory study in a middle school in Taiyuan city,Shanxi Province.Two classes were randomly selected from grade two of senior high school,in which the experimental class implemented differential teaching and the control class did not implement differential teaching.There was no significant difference in the pre-test scores of the two classes.After the implementation of differentiated teaching for one semester,the final scores of the two classes were compared.The average score of the control class was 68.38,and the average score of the experimental class was 73.31,indicating that differentiated teaching is conducive to improving students’ academic performance.In addition,students’ learning attitude,interest and motivation were tested after the implementation of differentiated teaching,and the results show that the implementation of differentiated teaching can promote students’ learning interest,motivation and attitude.To sum up,this study will be differentiated into teaching preparation,teaching process and teaching end phase.In the preparatory stage of teaching,teachers first measure students’ learning interest,motivation and attitude,and design students’ stratification and teaching objectives according to the results and students’ basic biological level,so as to satisfy students’ learning needs.Stage in the teaching process,using the hierarchical learning case,layering,questions and so on the many kinds of teaching strategy for differentiating teaching,so as to stimulate students’ learning interest,attitude and motivation.At the end of the teaching phase,using the layered homework,mistake counselling strategies to further promote the development of students.Finally evaluate teaching,teachers should according to the teaching evaluation questionnaire grasp the students’ learning situation and adjust,modify the next phase of the teaching,it can make students understand their learning in time master the situation.