Hierarchical teaching implementation plan
Part 1: Implementation of layered teaching
First, the background of "stratified teaching"
In order to allow students to enjoy the existing educational resources fairly and solve the problem of new students entering the school and choosing teachers, Huainan City implemented the “Sunshine Division” program in the autumn and winter of 20XX. The "Sunshine Division" focuses on the gender balance of the class students, rather than the traditional test placement mode, which ensures the quality balance of the students in each class, reflects the concept of sunshine education, and realizes the fairness of educational resources. However, the objective reality brought by this mode of placement is that students in each class have great differences in terms of intelligence level, study habits, academic performance, and knowledge ability. If you do not seriously think about the countermeasures in the teaching, it will inevitably produce a phenomenon of "not enough to eat", a middle-aged "not good", and a poor student who can't eat. Taking into account the seriousness of this phenomenon, the school put forward the concept of stratified teaching, researching how to follow the students' psychological cognition rules, teaching students according to their aptitude, stratification test, and stratified evaluation, so that students of different levels can Building confidence, seeing hope, taking the initiative to learn, and forming the ability of self-development, in order to achieve the teaching requirements of “satisfying the top students”, “eat well” for middle-class students, and “eaten” students with learning difficulties, thus greatly improving the class. Academic achievement of students at all levels.
Second, the theoretical basis of stratified teaching
The so-called layered teaching means that the teacher fully considers the degree of difference among the students and strengthens the study and guidance for different types of students in order to make each student get the best development. The stratified teaching fully embodies the teaching characteristics of all-oriented and teaching students in accordance with their aptitude. It can stimulate the interest of all students, and encourage students to actively acquire knowledge and improve their academic performance on a large scale.
The theoretical basis of the stratified teaching method has been available in ancient times, such as "teaching students according to their aptitude" and "tailoring tailoring". There are also some representative scholars abroad, such as the "mastery of learning theory" proposed by the famous American psychologist and educator Bloom, emphasizing that each student has the ability to learn and understand any teaching content, as long as it provides better learning. Conditions, most students can get good academic results. He advocates that "different students need to teach in different ways, and different students can focus on different teaching content for a long time." The stratified teaching is based on the students' learning ability to divide the whole class into several levels, so that the teaching objectives, teaching content and teaching methods are more in line with the knowledge level and acceptability of all students, thus ensuring that the teaching activities are compatible with all levels of students. Keep students' cognitive level moving forward.
Third, the goal of layered teaching
1. Develop excellent students:
Students at this level generally have a solid foundation of study and good study habits. Therefore, the main goal is to cultivate their ability to deeply understand knowledge and apply knowledge flexibly, cultivate their creative ability, and develop their individuality and specialty.
2. Improve middle school:
The focus of stratified teaching is medium-sized students, and their progress determines whether a class stratified teaching is successful. This part of the students generally lacks in study habits, many have lazy thoughts, lack of perseverance and perseverance in learning, and are unwilling to think more deeply. The number of people in the class is also the largest. Therefore, the main goal is to use various methods to guide them to continuously summarize the learning methods, improve their interest in learning, improve their self-learning ability and understand their ability to explore, and improve their academic performance. New steps.
3. Help students with learning difficulties:
Students with learning difficulties not only show poor foundation, unsatisfactory results, but also lack the necessary learning confidence and upward motivation. Therefore, strengthen ideological education, attach importance to psychological dredges, change their learning attitudes, enhance their confidence in learning, cultivate their good study habits, and strive to make them master the most basic knowledge and skills should be the main goal.
Fourth, the implementation steps of the level of teaching
Seriously investigate and research and implement scientific grouping.
Seriously study the common characteristics and individual differences of the whole class, comprehensively consider the intellectual and non-intellectual factors of each class in the whole class, and divide the whole class into three levels: excellent, medium and poor, namely A, B and C. group. Group A was eugenic, group B was moderate, and group C was poor. This work can be done after the midterm exam, combined with the test scores.
Grouping principle: It is beneficial for teachers to organize teaching in class, which is conducive to mobilizing the enthusiasm and initiative of students at different levels, so that students of different levels can acquire knowledge and intelligence and knowledge level to different degrees. The stratification is not fixed and can change as the student's situation changes.
Implementing layered thinking and optimizing teaching links
1. Prepare lessons. According to the actual situation of students at different levels, carefully study the curriculum standards and teaching materials, determine the specific feasible teaching objectives, and distinguish which ones belong to the common goal and which do not belong to the common goal. While grasping the teaching objectives, according to the cognitive level of students at different levels, the different requirements of students at all levels are determined and reflected in the teaching design.
2, classroom teaching. The teaching activities should conform to the actual situation of the students, and they must have both uniform requirements and different treatments. For eugenics to encourage innovation; for middle-class students to stimulate interest, for the future students to enhance confidence. It is necessary to satisfy the learning needs of students at different levels, especially in the design of problems, so that students of different levels can participate in the teaching activities, and they can experience the joy of success.
3. Homework. Student assignments must be done and selected as two types. Must do the whole class of uniform standards and uniform requirements. This is a more basic question based on the basic requirements of the outline and textbooks. The selection of homework mainly refers to the top-notch improvement question. According to the design level of the excellent students and the middle-class students, it is required that the top students must do it, and ask for more questions. Encourage middle-class students to do it, and ask them to do more than one, and who is doing well. For the after-school students, only the most basic part of the work is usually arranged.
4Evaluation: Different evaluation criteria should be adopted for students of different levels in the homework correction and the general evaluation of the semester. The main students are praised, constantly looking for their bright spots, affirming their progress in time, mobilizing their enthusiasm for learning; using incentive evaluations for middle students, not only revealing the shortcomings but also indicating the direction of efforts, prompting them to be positive; Adopt competitive evaluation, adhere to high standards and strict requirements, and urge them to be more rigorous, modest and constantly surpass themselves.
4, counseling
Counseling for eugenics emphasizes the connection and difference between knowledge and focuses on the cultivation of thinking. It also provides some extracurricular thinking questions to fully develop the potential of learning; the medium-level tutoring focuses on the cultivation of analytical and problem-solving skills; the tutoring of students with learning focuses on the most basic knowledge points and the most basic types of questions. To solve the problem, aim at laying a good foundation. In the form of counseling, in addition to individual tutoring, teachers can also set up extracurricular interest groups, mutual aid groups, etc., to carry out mutual help and mutual learning, so that students as a whole to optimize.
Fourth, the principle of hierarchical teaching
1. The principle of wholeness
In teaching, we must always face all students and promote the development of each student so that every student can succeed. In particular, do not crowd out, discriminate against the students.
2. Standard principle
In the stratified teaching, it is beneficial to mobilize the enthusiasm for the moderate reduction of teaching requirements for the backward students, but it is by no means necessary to lower the basic requirements of the Curriculum Standards. In the end, teaching activities must also ensure that the undergraduates meet the basic requirements of the Curriculum Standards.
3. Developmental principles
Layering is a means of teaching students in accordance with their aptitude. Teachers should flexibly regulate students' stratification standards according to the feedback information of students, so that each student is in a dynamic and aggressive development process at any time.
Part 2: Layered Teaching Implementation Plan
As the saying goes: Only the chicken farm owners who know how to raise the score layer are the best chicken farmers. By the same token, only teachers who implement layered teaching will be excellent teachers. Because students learn like chickens and compete for food, the level is different and their abilities are different. In view of this, I am also bold in implementing layered teaching among students. The specific plans are as follows:
1. Answer questions at different levels.
Ask questions to involve students at different levels. There are three ways: 1 simple problem from the lower level to the upper level. This way can arouse the participation of low-level students.
The answer is right, I am encouraged, the enthusiasm for thinking about the problem is more motivated; the answer is not comprehensive or wrong, and other students add and correct. 2 difficult problems first high-level and low-level. High-level students demonstrate answers, and middle- and low-level students try to answer. 3 Controversial issues have their own opinions.
2. The evaluation is hierarchical.
The teacher's evaluation can have a strong positive or negative impact on the student. In classroom teaching, essay writing, exams and other activities, teachers should appropriately evaluate students at different levels according to different criteria. It should be good at affirming the progress of low-level students and preventing complacency of high-level students.
3. Training levels.
Chinese teaching is inseparable from training, low-level students focus on consolidating the foundation, middle-level students pay appropriate attention to improving their ability, and high-level students focus on developing higher overall quality.
4. Guidance and counseling are divided into levels.
Teachers should be guided and coached according to the actual situation of students at different levels. It is necessary to strengthen the guidance of learning methods, strengthen the training of students' thinking, and pay attention to cultivating and improving students' self-learning ability.
5. Adjust the stratification in a timely manner.
Students are always in the process of change and development. Teachers should always pay attention to the development and changes of each student, and adjust the stratification in time to ensure that all levels of students have endless competitiveness and invincible enterprising spirit. The “level” adopts a dynamic management method, which is generally adjusted once every semester.
Part 3: Layered Teaching Implementation Plan
First, the background proposed by layered teaching
Due to changes in the enrollment situation, the composition of students in our school has also changed. Among the students, there are positive students, school choice students and town students. They are very different in terms of cognitive level, intelligence level and academic achievement. The previous teaching experience and teaching methods can not adapt well to the current teaching, only for students. The existence of individual differences, the implementation of teaching according to their aptitude, layered teaching, and classified guidance, can enable students to develop in a different way, and make the school embark on a sustainable development path.
With the development of science and technology, the society is progressing, the growth and changes of educational resources and educational needs, how to adapt our education and teaching to the objective differences of students, from the reality, to educate students in a targeted manner, so that students’ achievements are in the original On the basis of some progress and improvement, the personality is optimally developed, and the efficiency of classroom teaching is improved, which is an important subject currently faced by education and teaching. Hierarchical teaching emerged in this situation and became a favorable way to optimize the single-class teaching system.
Hierarchical teaching is a teaching research and practice activity under the guidance of modern educational theory in accordance with the most optimal educational theory. It starts from the students' knowledge base and the actual conditions of learning, through the changes of class organization and teaching forms, creating an environment of “teaching students according to their aptitude and classifying guidance”. Teachers organize teaching and reform teaching methods through layers, so that students at different levels can work hard. Achieve the corresponding teaching objectives. "Stratified teaching" embodies the teaching principle of "teaching students according to their aptitude" and is an effective countermeasure to adapt to the status quo of students.
The starting point of education is to clarify the individual differences of students and teach them according to differences.
Second, the source of ideas of stratified teaching
1. Psychological research shows that students have three differences that are closely related to education and teaching: one is the individual differences in cognitive development, the other is the individual differences in cognitive styles, and the third is the difference in intelligence. The difference in the psychological development of students determines that their learning styles are different. The progress of learning is fast and slow, and the degree of learning is deep and shallow. The differences in the psychological development of students have raised the need for education and teaching in accordance with their aptitude.
2. The necessity of "stratification" for students
Educational psychology research shows that genetic factors, natural qualities or physiological conditions are the material basis of the differences in human beings. In different social material life, cultural and educational environments, they accept different influences and engage in different societies. Practice activities determine that each person has different characteristics of interest, personality, and ability. For young students, although their development has experienced a common stage of development, the speed, level of development and areas of development advantages vary widely. Its performance: First, different students have different psychological tendencies, even if the speed and level of development in the same aspect are different; second, there is a difference in the relationship between the same students in different aspects.
3. Rationality of "stratification" of knowledge structure
The Czech educator Comenius clearly stated: "The knowledge taught to students must be permitted by the age and psychological strength of young people." "Everything is arranged to suit the student's abilities." This means that the arrangement of teaching content first considers the “acceptability” of the teaching object, and the display of the teaching content always implements the “acceptability principle”. The former Soviet educator Babanski pointed out that the principle of acceptability requires that the teaching arrangement should conform to the students' actual learning possibilities, so that they will not feel overburdened in terms of intelligence, physical strength and spirit. It lies in "generality" and "comprehensiveness", and requires "teaching has characteristics" and "study has specialties". This requires teachers to stratify students and must do a "stratification" of knowledge structure.
Based on the above viewpoints, how to embody the idea of layered teaching in classroom teaching is that the teacher must first establish a "multiple teaching objectives" system in the whole process of implementing classroom teaching. This is different from the idea of "grasping the middle and bringing the two ends". It is also different from the idea that "the train runs fast and depends on the headband." It is always necessary to always establish a teaching philosophy that is oriented to the whole and caring for the individual in the whole teaching process.
The so-called "stratification" is based on the recognition of the status quo of students' personality development differences, according to the comprehensive criteria such as intellectual structure, emotional intelligence, IQ, and academic achievement. The students are roughly divided into different levels, and different under the common training objectives. The requirements to implement targeted education. Therefore, “stratified teaching” means that the school recognizes the individual differences of students as the premise. Teachers have differently formulated different teaching plans for different basic and capable student groups, designing different course contents, controlling teaching progress, and changing teaching methods. Establish an evaluation system so that each student can achieve the best development in the environment that is most suitable for their own learning. It is a contradiction teaching strategy that solves the problem of unified teaching requirements and individual differences in students' actual learning ability. It is a classroom teaching mode that implements the development of all students.
Third, the theoretical basis of layered teaching
1. One of the principles of education in China is the idea of "teaching students according to their aptitude."
Confucius, a great educator in China, believes that there are differences between people. There are individual differences in intelligence, such as "intelligence", "middle man" and "understood". On the basis of the different progress of "getting started", "shengling" and "entering the room", In the study, there are different attitudes of "the person who knows", "the person who is good" and "the person who is happy". He proposes that "cultivating people should be "deep, shallow, and beneficial, respecting their respect", that is, advocating "teaching according to their aptitude, People vary." After thousands of years of development in our country, the individual differences in learning have been confirmed, and “teaching students according to their aptitude” has become one of the teaching principles of education. Because students have differences in physiological development, psychological characteristics, hobbies, intelligence levels, potential abilities, and learning methods, the wisdom of accepting knowledge is different. Therefore, it is necessary to proceed from reality, teach students in accordance with their aptitude, and adapt to others. Students at different levels can improve on the original basis.
2. The educator Bloom "mastered learning" theory.
Bloom, a famous American psychologist and educator, has conducted personalized teaching experiments for students with different learning foundations and learning abilities. The final conclusion of the experiment is: "Under the right conditions, every child can become a top student," Bloom said. "The basic task of education is to find a strategy that takes into account individual differences but promotes individual "The most complete development." "As long as sufficient time and appropriate help are provided, 95% of students can meet the requirements of the teaching regulations. The difference is only the speed of mastery, not whether they can learn."
3. Psychologist Ghanard's "multiple intelligence" theory.
American psychologist Garnard believes that human beings have seven relatively independent types of intelligence. Some people have weaker intelligence, but they may have amazing potential in other types of intelligence. These intelligent figures do not perform on one person. balanced. The seven relatively independent wisdom types are: 1 language ability: sensitivity to words and phrases. 2 Logic - Mathematical Competence: The ability to deal with chained reasoning and to identify patterns and sequences. 3 Musical ability: sensitivity to syllables, rhythms and tones. 4 physical activity ability: flexible body movement and dexterous ability to manipulate objects. 5 interpersonal skills: the ability to understand people and deal with people. 6 Spatial Perception: The ability to accurately perceive the world and recreate or transform a space in the world. 7 Exploring the power of the mind: Recognizing the ability of a perceptual life as a means of understanding yourself and others. Therefore, the form of education and the evaluation of education should not be single and modeled. Education should be carried out in different ways according to the characteristics of individual intelligence.
4. The "recent development zone" theory of the former Soviet educator Vygotsky
The former Soviet educator Vygotsky believes that there are two levels of development for each student, one is the current level, and the other is the potential level. The area between them is called the “recent development zone”. Teaching can only promote the development of students by transforming the recent development zone into the current development level and continuously creating a higher level of recent development zones. The American scholar Carol proposed "if provided With enough time and the right learning materials and teaching environment, almost all students are likely to achieve the stated goals."
Fourth, the main measures and strategies of stratified teaching
The practice of educators' theory applied to hierarchical teaching is mainly carried out from the aspects of individual analysis, teaching objectives, teaching content, homework, counseling and evaluation.
Students are stratified according to student differences through academic analysis. Analysis of students is the basic work of implementing layered teaching; understanding students is the prerequisite for layered teaching. Each segment organizes a class analysis meeting to discuss the student's learning status. On the basis of in-depth understanding of the students' own situation and characteristics, the students are divided into three levels: A, B and C. The specific stratification criteria are: A-level students have a good foundation, strong acceptability, strong interest in learning, and good grades; students at the B-level have a good foundation, general ability to accept, lack of emotional stability, and moderate academic performance; students at the C-level have weak foundations and difficulties in learning. Big, learning enthusiasm is not high, negative and tired of learning. The stratification results are implicitly stratified by teachers. The purpose of stratification is to grasp the basic situation of students, and it is the premise of implementing the stratified plan for teaching stratified preparation and teaching objectives.
1. Teaching objectives are layered. Layering learning objectives is the key to implementing tiered teaching.
The teaching goal is the orientation and destination of teaching activities. It is also the main basis for evaluating and measuring the teaching effect. Establishing a clear and hierarchical teaching goal is the guarantee for implementing layered teaching. Organizing teaching content, clarifying teaching directions, determining teaching priorities, selecting teaching methods, and arranging teaching processes play an important role in doing this. The teaching objectives for development play a role in teaching orientation, orientation and motivation.
“Flexibility requirements”, “not capped” and “under the bottom” are the basic requirements for layered teaching. Hierarchical teaching has different requirements for students at different levels in terms of cognitive goals and ability goals. According to the curriculum standards, the requirements and contents of the textbooks, and the existing level of students at all levels of the class, with the principle of “facing the whole and taking care of both ends”, formulate the stratified teaching objectives that are consistent with the “recent development zones” of students at all levels. And before the "layered teaching of new knowledge", students will be able to clearly define their learning goals, so as to better play the guiding role of teaching objectives. Although there are differences in learning objectives at different levels of the same knowledge point, there should be a “step” between the goals. The students should be recognized before the new class, and gradually stratified and cognized in the teaching.
The purpose of stratification of teaching objectives is to set different learning objectives that students at all levels must achieve in teaching activities according to the different degrees of knowledge of students, so as to teach students different levels of knowledge in order to communicate with students. The knowledge structure is adapted. Therefore, stratified teaching should pay attention to the goal setting so that the abilities and qualities of students at all levels can be fully and comprehensively developed.
The C-level students use the basic objectives, but must be able to meet the “basic requirements” stipulated in the “Guidelines for the Teaching of New Curriculum for the General High Schools in Zhejiang Province” and the “Memorization and Understanding” requirements in the “Zhejiang Normal High School Examination Standards”. According to the theory of “teaching students according to their aptitude”, they set different teaching goals for different students. By setting different learning objectives, it is easy for students to learn.
2. The teaching content is layered.
"One lesson plan, one level and one lesson plan", the teaching design should make four clear understandings: a clear understanding of the students' basic knowledge and learning level; a clear understanding of the position of the teaching knowledge points in the subject knowledge system; Have a clear understanding of the use of teaching methods and teaching methods; have a clear understanding of the individual counseling and individual incentives of students.
The stratified classroom teaching should adhere to the principle of pre-reading and learning, the method is more important than the knowledge, the process and the interest are more important than the result; the stratified classroom teaching should pay attention to the students' information feedback, and pay attention to cultivating the independent and creative methods of learning; In the tiered classroom teaching, the basic rules of teaching are gradually carried out step by step, from easy to difficult, from simple to complex. In the teaching, try to meet the learning needs of students at different levels, stimulate their interest in learning, and mobilize the positive effects of non-intellectual psychological factors of all students.
Make appropriate adjustments to the difficulty and progress of the teaching content, and adopt a low starting point, make up the steps, pull away, encourage more, and master the basic basic knowledge. Scenario creation, problem design, teaching strategies, assignments, etc. should all be designed around the C-level students' academic situation.
The teaching progress is stratified. The difficulty is reduced and the progress is not lowered. The difficulty of teaching is not to reduce the requirements, low difficulty, high requirements. The difficulty of teaching is so low that even the requirements of the examination are not met, so the teaching tasks specified in the outline cannot be completed. This not only makes the students dissatisfied, but also dissatisfied the parents. This is not the purpose of our layered teaching.
3. The hierarchical arrangement of the work, using the principle of the ladder, is an important step in the implementation of the layered teaching. Only the layered arrangement can further consolidate the learning results that the students have achieved in the past.
For students at the C level, they must design their own work. They can be the homework behind the textbook or the practice paper, but they must all be selected and printed by the teachers themselves. The content is mainly based on the knowledge points that must be mastered in this lesson. It is mainly based on memorization and understanding, that is, students are required to remember, understand and use in one step, in order to pass the requirements of the examination. The exercises at the A and B levels can be combined, but they must be treated separately, indicating which areas of the B level can be left or not selected.
4. Layered tutoring students can deepen students' understanding of knowledge. Students at all levels can use the opportunity of teacher counseling to solve problems in their own minds in a timely manner.
Determine the goal of tiered coaching. To change the past "one size fits all" approach, students in the C-level class should adopt a low starting point, first slow and fast, and from shallow to deep, step by step, the training objectives of the textbook are decomposed into several consecutive goals with gradients. Allow them to gradually reach the requirements of the outline in one step or several steps according to their actual situation. To this end, teachers should not be too high in the development of counseling goals, increase the difficulty of teaching, increase the burden on students, make students indigestion, loss of confidence; nor too low, reduce the requirements of the outline, can not complete teaching tasks. The teacher should better solve the contradiction between "not enough to eat" and "can not eat." Strengthening the guidance of learning methods can cultivate students' good study habits. Good study habits include planning, self-study before class, concentrate on class, review in time, and complete homework independently. Most of the C-level class students do not develop these good habits. Teachers can remind each other of their efforts according to their own situation and help them with other teachers and students. For example, to learn geography, to learn to look at the map, you must master the methods and steps of reading the map: the first step is to look at the name of the map, to understand the geographical knowledge of the subject investigation, the second step depends on the legend in the figure, the third step Look at the specific content in the picture... This way you can get more effective information in the picture, improve the correctness of the answer, and thus improve the scoring rate.
In teaching, the study and counseling of students is an important part of students' consolidation and mastery of knowledge. In the classroom, the method of individual counseling is adopted for poor students, and the explanation of basic knowledge is strengthened. The method of group discussion and teacher prompting is adopted for middle school students to improve sexual counseling; the individual students are selected individually to cultivate their independent thinking ability. After the students are given a layered lecture, an "interest group" is set up to learn from each other by means of mutual counseling, and to cultivate their good moral character and cooperation. At the same time, it is necessary to do a good job of collecting feedback information, so that teachers can improve teaching methods and modify teaching plans, so as to give greater play to students' subjectivity.
5. Hierarchical evaluation of students is the driving force behind the implementation of tiered teaching.
The evaluation of students in stratified teaching mainly adopts three methods: dynamic evaluation, vertical evaluation and comprehensive evaluation. Dynamic evaluation, the learning level of each level of students is dynamic, and the evaluation of the examination should also make it dynamic and selective. The vertical evaluation is mainly based on the evaluation of information such as classroom questions, conversations, assignments, etc., and the students' interest in learning, self-confidence, initiative, etc. through different stages. Comprehensive evaluation, the content of the evaluation should be diversified, and it is not only the test scores as the standard. It is necessary to pay attention to the improvement of students' initiative, subjectivity and subjective character. The evaluation method should be diversified, that is, it must adhere to the combination of self-evaluation and his evaluation, and combine process evaluation with result evaluation.
Hierarchical teaching requires teachers to look at students with a developmental perspective. Regardless of the level of students, the evaluation should follow the principles of timeliness, objectivity and motivation, and give full play to the diagnostic and motivational functions of the evaluation. However, the evaluation of students at different levels should be different. The progress of students in Class A and Class B should be evaluated by competition, high standards and strict requirements, so that they can work harder and harder, and the progress of students in Class C should be improved. Incentive evaluation is used to encourage them to strive to develop at a higher level.
On the basis of the longitudinal evaluation, each student is dynamically evaluated on a monthly basis, and each student is comprehensively analyzed at the end of the period, and the necessary level adjustments are made.
Examination stratification - according to the actual level of students, in the monthly exam, grade-level examination and other links, reasonable design of test questions, reflecting the requirements of different levels. The C-level test papers require separate propositions, and the A and B-level test papers can be combined together, but the stratification requirements can be applied in the form of additional questions.
B, C level students want to enter the A, B level, sign up for the A, B level of the exam, using A, B level papers. Do not win or lose with a test, several important exams each time a certain proportion, and finally a total score to determine whether students can enter A, B classes. Class A also determines a plan, and the students behind it flow to Class B.
Evaluation stratification - including the scores of usual practice, monthly exams, and test scores to encourage affirmation. The evaluation methods for each layer should be different, and students should be encouraged. Even if the level of students' learning is little improved, they should be positively confirmed in due course. Let students gain experience from their success, and they can still do higher-level problems after they succeed.
V. Management and evaluation of layered teaching
1. Organization and management of layered teaching
Established Dinghai No. 1 Middle School to implement the “Stratified Teaching” leading group and working group.
Dinghai No. 1 Middle School Teaching Leading Group
Team leader: Chen Xinghao Deputy leader: Yan Shuoming
Member: Li Ying, Lu Wei, Xia Bangguo, Hong Weifang, Yao Rukang, Lin Yahong, Fu Jiaping, Gao Hongbin, Wei Weilin
Dinghai No. 1 Middle School Teaching Working Group
Leader: Yan Shuoming Deputy Leader: Yao Rukang Lin Yahong
Member: Gu Miaozhang Pan Wei Chen Yuewen Chen Zhijun Huang Mingcai Ye Jiaoke Chai Xiaomin
The Academic Affairs Office is responsible for the formulation of stratified teaching programs, the monitoring and archiving of stratified teaching, and the examination of stratified teaching. It focuses on checking the arrangement and implementation of stratified teaching in all aspects of teaching routines, and the quality of tiered teaching.
The grade level is responsible for the specific implementation management of layered teaching and the coordination of layered teaching, and the practical operation of layered teaching. First, we must formulate the teaching objectives of the three levels of classes; second, we must modify the routine inspection methods. On the basis of the original routine inspections, we should focus on the stratified teaching content and conduct regular inspections to see if the teachers are implementing them in the regular teaching process. The stratified teaching; the third is to recommend to the Academic Affairs Office the teachers and students with outstanding achievements in the stratified teaching. The school holds an experience exchange meeting every semester, and commends and rewards the teachers and students who have made achievements.
The teacher is responsible for the implementation of the layered teaching and information feedback. It can be seen in the teaching plan, heard in the classroom, and checked in the homework.
In the teaching management, taking the task of preparing the class as the starting point, promoting the teaching reform and the improvement of the teaching quality in the classroom, strengthening the inspection of the five major teaching links of preparing lessons, teaching, homework, counseling and testing, insisting on quality tracking management, and timely adjusting the problems. And improvement.
In class management, pay attention to cultivating students' good behavior habits and study habits, and pay attention to the formation of good class style and class appearance. Especially for parallel classes, it is especially necessary to strengthen behavioral normative education and set an example role among students. The grades should pay attention to the situation of the classes at all levels and provide guarantee for all levels of teaching.
2. Supervision and evaluation of layered teaching
From the evaluation object, the teaching evaluation includes teacher evaluation and student development evaluation. The evaluation of teachers uses a combination of qualitative and quantitative methods.
Adhere to formative evaluation, diagnostic evaluation and process evaluation, and avoid the bad practice of replacing the process evaluation with the final evaluation. Through evaluation, master the teaching feedback information, change the bad links in the teaching process, and motivate the teachers to correct, adjust and improve the teaching work. Fully affirm the students' academic performance, objectively evaluate the students' learning level, stimulate students' learning motivation, and achieve teaching goals.
Adhere to group evaluation of teachers of the same subject in the same grade, and regard the development of all students in a certain year as a standard for evaluating the subject group of the subject. This is not only conducive to the development of all students, but also conducive to the formation of the common values of the group's teachers' subject teaching, and is conducive to the unity and cooperation of the whole group of teachers.
Timely inspection, pay attention to the implementation of various work links. For example, in the form of questionnaires, feedback and evaluation of layered teaching; strengthen the inspection of teaching plans, classroom teaching, homework, counseling, and testing of the five major teaching links.
Get feedback from students through multiple channels, master the first-line reality data and information and effects, understand the situation, listen to opinions, adjust the plan and adjust relevant strategies in time;
The grades and teaching offices communicate in time and cooperate with each other to form a joint force.
The class A is based on the parallel class of Zhoushan Middle School. The average score of the unified examination and the college entrance examination is compared with that of the previous type of university. The class of the C level is based on the parallel class of Zhoushan No. 2, and the average scores of the unified examination and the college entrance examination are compared. The proportion of second-class universities.
To implement the level-by-level teaching, we must not only promote publicity through public opinion, but also build consensus and generate synergy; we must rationally distribute benefits, establish incentive mechanisms, and mobilize the enthusiasm of teachers to generate motivation. Teachers who serve at different levels of teaching tasks should determine reasonable allocation of hourly remuneration according to the quantity and quality of their work, and ensure timely and full cashing. Carry out the principle of “efficiency first and fairness” and establish a distribution and incentive mechanism for intra-school benefits.
Sixth, other
1. Classroom management of layered teaching.
Class teaching is difficult to cover different levels and different types of students in the class. The layered teaching in the classroom is still a one-to-one relationship between the teachers and the group. It is impossible to correct the correct feedback for each student. The implementation of grouping between students to help teach and create a total excellent group can maximize this deficiency. Grouping and helping, mainly based on fixed grouping, according to the students' academic performance and personality quality, a reasonable mix, mixed groups, highlighting the advantages and disadvantages, students, students and students. Each group of 2-3 well-trained, responsible, and organized backbones serves as the assistants of the teachers. After grouping, they should be ranked in order to achieve “goodness difference” and mutual complementarity.這種做法，既有利於差生學習，也有利於團結學習，共同提高，班內各科學習情況，通過“小助手”或“疑難問題徵答”迅速反饋給各類教師，有利於教師及時調整教學和輔導的重點。
2.班級內分層教學的思考。分層教學不但是班間的分層，還要做到班內的分層。
課堂教學的“分層互動”模式，實際上是一種課堂教學的策略。這裡的“分層”是一種隱性的分層。首先，教師要通過調查和觀察，掌握班級內每個學生的學習狀況、知識水平、特長愛好及社會環境，將學生按照心理特點分組，形成一個個學習群體。利用小組合作學習和成員之間的互幫互學形式，充分發揮師生之間、學生之間的互動、激勵，為每個學生創造整體發展的機會。特別是學生間人際互動，利用了學生層次的差異性與合作意識，形成有利於每個成員協調發展的集體力量。
班級內分層教學法，還可採取“全班教學與個別輔導”相結合的方針。根據備課要求，授課主要著眼於B 層中等學生，實施中速推進，課後輔導兼顧A、C 優差兩頭。具體做法是：上課時合為主、分為輔；課後則分為主、合為輔。做到對A 層學生少講多練，讓他們獨立學習，注重培養其綜合運用知識的能力，提高其解題的技能技巧；對B 層學生，則實行精講精練，重視雙基教學，注重課本上的例題和習題的處理，著重在掌握基礎知識和訓練基本技能上下功夫；對C 層學生則要求低、坡度小、放低起點、淺講多練、查漏補缺、弄懂基本概念、掌握必要的基礎知識和基本技能。課時進度以A、B 兩層學生的水平為標準，上課以A、B 兩層的要求為公共內容。課堂提問要注重層次性，具有啟發性，及時點撥，充分發揮學生的非智力因素作用，讓學生“不跳得不到，跳一跳抓得到”，只要努力，都能享受到成功的快樂。課堂教學形式也要靈活多樣，積極引發各層學生的學習動機，提高課堂教學的實際效果。
3.學校分層教學採用重點推進、分步展開的策略，先以容易分化的數理化等學科重點推進，然後在各個學科中逐步展開。但其他各科教師一定要有分層教學的概念與意識，在日常的教學過程中積極加以貫徹。
學校將對教師實施分層教學的情況進行檢查與監督，主要通過學情調查、座談會、隨堂聽課、檢查教案、上交並檢查作業與試卷
篇四：分層教學實施方案
為貫徹“特色引領、做優國小、做強國中”的發展戰略，全力推進《構建分層教學特色學校的實踐研究》課題研究，打造新興中學鮮明的教學特色，從20XX年10月，學校英文學科率先實施分層教學實驗，數學學科相繼進行，經過近一學年的調研、論證、試行，學校準備將實驗學科擴展為英文、數學、語文，充分發揮分層教學的優勢，努力提高教學質量，使各項可比指標走在全市前列。特修改制定此實施方案。
一、理論基礎
1、因材施教理論。在傳統班級授課中，要想針對每一個學生的個性差異進行施教有一定的難度。因為個體與個體之間既有共同性，又有差異性。因此，把某些方面類似的學生安排到一個層次里，既可兼顧學生個體間存在的差異，又可把因材施教提高到一個可操作的水平，達到共同提高的目的。
2、“最近發展區”理論。教師針對各層次學生的實際，包括知識基礎、學習方法、能力等方面的實際情況，從各個學生的“最近發展區”出發設計教學目標，提出學習任務，使各層次的學生都能“跳一跳，摘到果子”。
Second, the teaching objectives
通過走班制分層教學，讓不同層次的學生都能得到充分發展，使其學習能力在更適當的學習空間得到循序漸進的有效提高。期末考試成績、合格率、優秀率等可比指標進入全市前列。
三、學生選班
每年級層次班設為A、B、C，每年級設6個行政教學班，英文、數學、語文教學時每三個班按A、B、C三層同時實施教學。
學生選班指導意見：
⑴分別召開學生會和家長會，詳細介紹學校實施分層教學的方案，讓學生和家長明確選班的意義和目的，實事求是的選擇最適合自己學習和提高的層次。
⑵入學水平測試。開學初，學校組織英文、數學、語文學科年級水平測試，綜合考察國小畢業成績和本次測試成績，其結果作為入學基礎資料和選班的重要依據。
⑶教師建議。學校將成立學生選班工作指導小組，主要由學校領導、年級組長、班主任、課任教師等組成。其任務是根據學生水平測試成績，為每個學生選班提出建議，供學生和家長參考，選班的最終決定權在學生。
⑷選班工作一般每個學期進行兩次,根據期中和期末考試成績，同時充分徵求家長意見進行調整。
四、分層教學
A層次
1、教學目標
在全面達到課標目標要求的基礎上，強化能力拓展，考試成績優秀率達到50%以上，合格率達到100%。
2、課堂教學原則：“大容量、快節奏、高效率”
大容量——在完成基本教學任務後，加大學生知識和能力的拓展。
快節奏——強化預習、展示、提升“三環節”教學，引領學生主動預習、主動展示、主動提升。
高效率——教學目標全員“堂堂清”。
B層次
1、教學目標
全面達到課標目標要求，學科考試成績良好率達到50%以上，合格率達到100%。
2、課堂教學原則：“強基礎、勤活動、習方法”
強基礎——強化雙基的學習和訓練。
勤活動——用活動引領學生主動參與、主動學習、主動提高。
習方法——重方法指導和能力培養，全員實現“三清”。
C層次
1、教學目標：按照課標基本要求實施教學，學科考試成績合格率每學期提高5%—10%，力爭中考合格率達到70%。
2、課堂教學原則：“低起點、小坡度、重提高”
低起點——加大基礎知識的補充和複習，使每一個學生“聽得懂、跟得上、樂意學”。
小坡度——分解目標，強化激勵，培養興趣，使學生從微小的進步走向更大的進步。
重提高——強化“雙基”的學習和訓練，著眼於每一個學生的提高，基本目標全員實現“三清”。
五、教學評價
在評價方法上推行發展性增量評價，“以入口定出口，從起點看變化”，重點考核每個層次中每一個學生的進步、變化和發展。
1、學生評價，重點看每一次檢測後進步的幅度，只要進步就給以積極的鼓勵。
2、教師評價。一是層次教學目標完成情況，二是年級學生整體水平提高情況。
六、教學研究
1、推行“五分一統”分層教學模式。即：在統一教材進度的前提下，實現分層授課、分層練習、分層輔導、分層考查、分層評價。分層授課，就是根據學生的基礎按三個層次確定教學目標、形成教學設計、實施課堂教學；分層練習，就是通過必做、選做等形式，安排適合不同層次的學生隨堂練習和課後作業；分層輔導，就是根據學生的學習實際狀況分別進行輔導，包括查漏補缺、學法指導和心理輔導等；分層考查，就是在階段性檢測中，在基礎試卷的前提下，設定加試題；評價分層，就是不用一把尺子衡量學生，調動每一層次學生的學習積極性。
2. Collective lessons.圍繞“五分一統”實施集體備課，共同形成三個層次的教學設計和流程。
3、強化課堂教學目標意識，學習實踐魏書生“六步教學法”，努力打造高效課堂。
4、實施班級小組合作學習實驗，研究合作學習的有效策略和模式。
七、學生管理
分層教學模式打破了學生行政班的體制，加大了學生日常管理的難度，對學校及年級組的管理機制將帶來不小的挑戰，教師團隊建設和學生自主管理模式的探索是分層教學有效實施的重要保障，因此，在實施過程中，年級組長及各位教師要把它作為一個重要的課題積極實踐和研究。
1、學生自主管理。為便於管理，設立層次班長和層次課代表、學習小組長等，把學習的主動權、選擇權和管理權交給學生，最大限度的激發學生的學習興趣和熱情，形成有利於學生自主學習和管理的模式和策略。
2、教師團隊管理。任課教師兼層次班班主任，負責層次班的教學和學生管理，並及時與行政班主任交流溝通學生情況，建立由年級組長、行政班主任、層次班主任和任課教師組成的管理團隊，為分層教學的實施提供組織保障。
First, the background of "stratified teaching"
In order to allow students to enjoy the existing educational resources fairly and solve the problem of new students entering the school and choosing teachers, Huainan City implemented the “Sunshine Division” program in the autumn and winter of 20XX. The "Sunshine Division" focuses on the gender balance of the class students, rather than the traditional test placement mode, which ensures the quality balance of the students in each class, reflects the concept of sunshine education, and realizes the fairness of educational resources. However, the objective reality brought by this mode of placement is that students in each class have great differences in terms of intelligence level, study habits, academic performance, and knowledge ability. If you do not seriously think about the countermeasures in the teaching, it will inevitably produce a phenomenon of "not enough to eat", a middle-aged "not good", and a poor student who can't eat. Taking into account the seriousness of this phenomenon, the school put forward the concept of stratified teaching, researching how to follow the students' psychological cognition rules, teaching students according to their aptitude, stratification test, and stratified evaluation, so that students of different levels can Building confidence, seeing hope, taking the initiative to learn, and forming the ability of self-development, in order to achieve the teaching requirements of “satisfying the top students”, “eat well” for middle-class students, and “eaten” students with learning difficulties, thus greatly improving the class. Academic achievement of students at all levels.
Second, the theoretical basis of stratified teaching
The so-called layered teaching means that the teacher fully considers the degree of difference among the students and strengthens the study and guidance for different types of students in order to make each student get the best development. The stratified teaching fully embodies the teaching characteristics of all-oriented and teaching students in accordance with their aptitude. It can stimulate the interest of all students, and encourage students to actively acquire knowledge and improve their academic performance on a large scale.
The theoretical basis of the stratified teaching method has been available in ancient times, such as "teaching students according to their aptitude" and "tailoring tailoring". There are also some representative scholars abroad, such as the "mastery of learning theory" proposed by the famous American psychologist and educator Bloom, emphasizing that each student has the ability to learn and understand any teaching content, as long as it provides better learning. Conditions, most students can get good academic results. He advocates that "different students need to teach in different ways, and different students can focus on different teaching content for a long time." The stratified teaching is based on the students' learning ability to divide the whole class into several levels, so that the teaching objectives, teaching content and teaching methods are more in line with the knowledge level and acceptability of all students, thus ensuring that the teaching activities are compatible with all levels of students. Keep students' cognitive level moving forward.
Third, the goal of layered teaching
1. Develop excellent students:
Students at this level generally have a solid foundation of study and good study habits. Therefore, the main goal is to cultivate their ability to deeply understand knowledge and apply knowledge flexibly, cultivate their creative ability, and develop their individuality and specialty.
2. Improve middle school:
The focus of stratified teaching is medium-sized students, and their progress determines whether a class stratified teaching is successful. This part of the students generally lacks in study habits, many have lazy thoughts, lack of perseverance and perseverance in learning, and are unwilling to think more deeply. The number of people in the class is also the largest. Therefore, the main goal is to use various methods to guide them to continuously summarize the learning methods, improve their interest in learning, improve their self-learning ability and understand their ability to explore, and improve their academic performance. New steps.
3. Help students with learning difficulties:
Students with learning difficulties not only show poor foundation, unsatisfactory results, but also lack the necessary learning confidence and upward motivation. Therefore, strengthen ideological education, attach importance to psychological dredges, change their learning attitudes, enhance their confidence in learning, cultivate their good study habits, and strive to make them master the most basic knowledge and skills should be the main goal.
Fourth, the implementation steps of the level of teaching
Seriously investigate and research and implement scientific grouping.
Seriously study the common characteristics and individual differences of the whole class, comprehensively consider the intellectual and non-intellectual factors of each class in the whole class, and divide the whole class into three levels: excellent, medium and poor, namely A, B and C. group. Group A was eugenic, group B was moderate, and group C was poor. This work can be done after the midterm exam, combined with the test scores.
Grouping principle: It is beneficial for teachers to organize teaching in class, which is conducive to mobilizing the enthusiasm and initiative of students at different levels, so that students of different levels can acquire knowledge and intelligence and knowledge level to different degrees. The stratification is not fixed and can change as the student's situation changes.
Implementing layered thinking and optimizing teaching links
1. Prepare lessons. According to the actual situation of students at different levels, carefully study the curriculum standards and teaching materials, determine the specific feasible teaching objectives, and distinguish which ones belong to the common goal and which do not belong to the common goal. While grasping the teaching objectives, according to the cognitive level of students at different levels, the different requirements of students at all levels are determined and reflected in the teaching design.
2, classroom teaching. The teaching activities should conform to the actual situation of the students, and they must have both uniform requirements and different treatments. For eugenics to encourage innovation; for middle-class students to stimulate interest, for the future students to enhance confidence. It is necessary to satisfy the learning needs of students at different levels, especially in the design of problems, so that students of different levels can participate in the teaching activities, and they can experience the joy of success.
3. Homework. Student assignments must be done and selected as two types. Must do the whole class of uniform standards and uniform requirements. This is a more basic question based on the basic requirements of the outline and textbooks. The selection of homework mainly refers to the top-notch improvement question. According to the design level of the excellent students and the middle-class students, it is required that the top students must do it, and ask for more questions. Encourage middle-class students to do it, and ask them to do more than one, and who is doing well. For the after-school students, only the most basic part of the work is usually arranged.
4Evaluation: Different evaluation criteria should be adopted for students of different levels in the homework correction and the general evaluation of the semester. The main students are praised, constantly looking for their bright spots, affirming their progress in time, mobilizing their enthusiasm for learning; using incentive evaluations for middle students, not only revealing the shortcomings but also indicating the direction of efforts, prompting them to be positive; Adopt competitive evaluation, adhere to high standards and strict requirements, and urge them to be more rigorous, modest and constantly surpass themselves.
4, counseling
Counseling for eugenics emphasizes the connection and difference between knowledge and focuses on the cultivation of thinking. It also provides some extracurricular thinking questions to fully develop the potential of learning; the medium-level tutoring focuses on the cultivation of analytical and problem-solving skills; the tutoring of students with learning focuses on the most basic knowledge points and the most basic types of questions. To solve the problem, aim at laying a good foundation. In the form of counseling, in addition to individual tutoring, teachers can also set up extracurricular interest groups, mutual aid groups, etc., to carry out mutual help and mutual learning, so that students as a whole to optimize.
Fourth, the principle of hierarchical teaching
1. The principle of wholeness
In teaching, we must always face all students and promote the development of each student so that every student can succeed. In particular, do not crowd out, discriminate against the students.
2. Standard principle
In the stratified teaching, it is beneficial to mobilize the enthusiasm for the moderate reduction of teaching requirements for the backward students, but it is by no means necessary to lower the basic requirements of the Curriculum Standards. In the end, teaching activities must also ensure that the undergraduates meet the basic requirements of the Curriculum Standards.
3. Developmental principles
Layering is a means of teaching students in accordance with their aptitude. Teachers should flexibly regulate students' stratification standards according to the feedback information of students, so that each student is in a dynamic and aggressive development process at any time.
Part 2: Layered Teaching Implementation Plan
As the saying goes: Only the chicken farm owners who know how to raise the score layer are the best chicken farmers. By the same token, only teachers who implement layered teaching will be excellent teachers. Because students learn like chickens and compete for food, the level is different and their abilities are different. In view of this, I am also bold in implementing layered teaching among students. The specific plans are as follows:
1. Answer questions at different levels.
Ask questions to involve students at different levels. There are three ways: 1 simple problem from the lower level to the upper level. This way can arouse the participation of low-level students.
The answer is right, I am encouraged, the enthusiasm for thinking about the problem is more motivated; the answer is not comprehensive or wrong, and other students add and correct. 2 difficult problems first high-level and low-level. High-level students demonstrate answers, and middle- and low-level students try to answer. 3 Controversial issues have their own opinions.
2. The evaluation is hierarchical.
The teacher's evaluation can have a strong positive or negative impact on the student. In classroom teaching, essay writing, exams and other activities, teachers should appropriately evaluate students at different levels according to different criteria. It should be good at affirming the progress of low-level students and preventing complacency of high-level students.
3. Training levels.
Chinese teaching is inseparable from training, low-level students focus on consolidating the foundation, middle-level students pay appropriate attention to improving their ability, and high-level students focus on developing higher overall quality.
4. Guidance and counseling are divided into levels.
Teachers should be guided and coached according to the actual situation of students at different levels. It is necessary to strengthen the guidance of learning methods, strengthen the training of students' thinking, and pay attention to cultivating and improving students' self-learning ability.
5. Adjust the stratification in a timely manner.
Students are always in the process of change and development. Teachers should always pay attention to the development and changes of each student, and adjust the stratification in time to ensure that all levels of students have endless competitiveness and invincible enterprising spirit. The “level” adopts a dynamic management method, which is generally adjusted once every semester.
Part 3: Layered Teaching Implementation Plan
First, the background proposed by layered teaching
Due to changes in the enrollment situation, the composition of students in our school has also changed. Among the students, there are positive students, school choice students and town students. They are very different in terms of cognitive level, intelligence level and academic achievement. The previous teaching experience and teaching methods can not adapt well to the current teaching, only for students. The existence of individual differences, the implementation of teaching according to their aptitude, layered teaching, and classified guidance, can enable students to develop in a different way, and make the school embark on a sustainable development path.
With the development of science and technology, the society is progressing, the growth and changes of educational resources and educational needs, how to adapt our education and teaching to the objective differences of students, from the reality, to educate students in a targeted manner, so that students’ achievements are in the original On the basis of some progress and improvement, the personality is optimally developed, and the efficiency of classroom teaching is improved, which is an important subject currently faced by education and teaching. Hierarchical teaching emerged in this situation and became a favorable way to optimize the single-class teaching system.
Hierarchical teaching is a teaching research and practice activity under the guidance of modern educational theory in accordance with the most optimal educational theory. It starts from the students' knowledge base and the actual conditions of learning, through the changes of class organization and teaching forms, creating an environment of “teaching students according to their aptitude and classifying guidance”. Teachers organize teaching and reform teaching methods through layers, so that students at different levels can work hard. Achieve the corresponding teaching objectives. "Stratified teaching" embodies the teaching principle of "teaching students according to their aptitude" and is an effective countermeasure to adapt to the status quo of students.
The starting point of education is to clarify the individual differences of students and teach them according to differences.
Second, the source of ideas of stratified teaching
1. Psychological research shows that students have three differences that are closely related to education and teaching: one is the individual differences in cognitive development, the other is the individual differences in cognitive styles, and the third is the difference in intelligence. The difference in the psychological development of students determines that their learning styles are different. The progress of learning is fast and slow, and the degree of learning is deep and shallow. The differences in the psychological development of students have raised the need for education and teaching in accordance with their aptitude.
2. The necessity of "stratification" for students
Educational psychology research shows that genetic factors, natural qualities or physiological conditions are the material basis of the differences in human beings. In different social material life, cultural and educational environments, they accept different influences and engage in different societies. Practice activities determine that each person has different characteristics of interest, personality, and ability. For young students, although their development has experienced a common stage of development, the speed, level of development and areas of development advantages vary widely. Its performance: First, different students have different psychological tendencies, even if the speed and level of development in the same aspect are different; second, there is a difference in the relationship between the same students in different aspects.
3. Rationality of "stratification" of knowledge structure
The Czech educator Comenius clearly stated: "The knowledge taught to students must be permitted by the age and psychological strength of young people." "Everything is arranged to suit the student's abilities." This means that the arrangement of teaching content first considers the “acceptability” of the teaching object, and the display of the teaching content always implements the “acceptability principle”. The former Soviet educator Babanski pointed out that the principle of acceptability requires that the teaching arrangement should conform to the students' actual learning possibilities, so that they will not feel overburdened in terms of intelligence, physical strength and spirit. It lies in "generality" and "comprehensiveness", and requires "teaching has characteristics" and "study has specialties". This requires teachers to stratify students and must do a "stratification" of knowledge structure.
Based on the above viewpoints, how to embody the idea of layered teaching in classroom teaching is that the teacher must first establish a "multiple teaching objectives" system in the whole process of implementing classroom teaching. This is different from the idea of "grasping the middle and bringing the two ends". It is also different from the idea that "the train runs fast and depends on the headband." It is always necessary to always establish a teaching philosophy that is oriented to the whole and caring for the individual in the whole teaching process.
The so-called "stratification" is based on the recognition of the status quo of students' personality development differences, according to the comprehensive criteria such as intellectual structure, emotional intelligence, IQ, and academic achievement. The students are roughly divided into different levels, and different under the common training objectives. The requirements to implement targeted education. Therefore, “stratified teaching” means that the school recognizes the individual differences of students as the premise. Teachers have differently formulated different teaching plans for different basic and capable student groups, designing different course contents, controlling teaching progress, and changing teaching methods. Establish an evaluation system so that each student can achieve the best development in the environment that is most suitable for their own learning. It is a contradiction teaching strategy that solves the problem of unified teaching requirements and individual differences in students' actual learning ability. It is a classroom teaching mode that implements the development of all students.
Third, the theoretical basis of layered teaching
1. One of the principles of education in China is the idea of "teaching students according to their aptitude."
Confucius, a great educator in China, believes that there are differences between people. There are individual differences in intelligence, such as "intelligence", "middle man" and "understood". On the basis of the different progress of "getting started", "shengling" and "entering the room", In the study, there are different attitudes of "the person who knows", "the person who is good" and "the person who is happy". He proposes that "cultivating people should be "deep, shallow, and beneficial, respecting their respect", that is, advocating "teaching according to their aptitude, People vary." After thousands of years of development in our country, the individual differences in learning have been confirmed, and “teaching students according to their aptitude” has become one of the teaching principles of education. Because students have differences in physiological development, psychological characteristics, hobbies, intelligence levels, potential abilities, and learning methods, the wisdom of accepting knowledge is different. Therefore, it is necessary to proceed from reality, teach students in accordance with their aptitude, and adapt to others. Students at different levels can improve on the original basis.
2. The educator Bloom "mastered learning" theory.
Bloom, a famous American psychologist and educator, has conducted personalized teaching experiments for students with different learning foundations and learning abilities. The final conclusion of the experiment is: "Under the right conditions, every child can become a top student," Bloom said. "The basic task of education is to find a strategy that takes into account individual differences but promotes individual "The most complete development." "As long as sufficient time and appropriate help are provided, 95% of students can meet the requirements of the teaching regulations. The difference is only the speed of mastery, not whether they can learn."
3. Psychologist Ghanard's "multiple intelligence" theory.
American psychologist Garnard believes that human beings have seven relatively independent types of intelligence. Some people have weaker intelligence, but they may have amazing potential in other types of intelligence. These intelligent figures do not perform on one person. balanced. The seven relatively independent wisdom types are: 1 language ability: sensitivity to words and phrases. 2 Logic - Mathematical Competence: The ability to deal with chained reasoning and to identify patterns and sequences. 3 Musical ability: sensitivity to syllables, rhythms and tones. 4 physical activity ability: flexible body movement and dexterous ability to manipulate objects. 5 interpersonal skills: the ability to understand people and deal with people. 6 Spatial Perception: The ability to accurately perceive the world and recreate or transform a space in the world. 7 Exploring the power of the mind: Recognizing the ability of a perceptual life as a means of understanding yourself and others. Therefore, the form of education and the evaluation of education should not be single and modeled. Education should be carried out in different ways according to the characteristics of individual intelligence.
4. The "recent development zone" theory of the former Soviet educator Vygotsky
The former Soviet educator Vygotsky believes that there are two levels of development for each student, one is the current level, and the other is the potential level. The area between them is called the “recent development zone”. Teaching can only promote the development of students by transforming the recent development zone into the current development level and continuously creating a higher level of recent development zones. The American scholar Carol proposed "if provided With enough time and the right learning materials and teaching environment, almost all students are likely to achieve the stated goals."
Fourth, the main measures and strategies of stratified teaching
The practice of educators' theory applied to hierarchical teaching is mainly carried out from the aspects of individual analysis, teaching objectives, teaching content, homework, counseling and evaluation.
Students are stratified according to student differences through academic analysis. Analysis of students is the basic work of implementing layered teaching; understanding students is the prerequisite for layered teaching. Each segment organizes a class analysis meeting to discuss the student's learning status. On the basis of in-depth understanding of the students' own situation and characteristics, the students are divided into three levels: A, B and C. The specific stratification criteria are: A-level students have a good foundation, strong acceptability, strong interest in learning, and good grades; students at the B-level have a good foundation, general ability to accept, lack of emotional stability, and moderate academic performance; students at the C-level have weak foundations and difficulties in learning. Big, learning enthusiasm is not high, negative and tired of learning. The stratification results are implicitly stratified by teachers. The purpose of stratification is to grasp the basic situation of students, and it is the premise of implementing the stratified plan for teaching stratified preparation and teaching objectives.
1. Teaching objectives are layered. Layering learning objectives is the key to implementing tiered teaching.
The teaching goal is the orientation and destination of teaching activities. It is also the main basis for evaluating and measuring the teaching effect. Establishing a clear and hierarchical teaching goal is the guarantee for implementing layered teaching. Organizing teaching content, clarifying teaching directions, determining teaching priorities, selecting teaching methods, and arranging teaching processes play an important role in doing this. The teaching objectives for development play a role in teaching orientation, orientation and motivation.
“Flexibility requirements”, “not capped” and “under the bottom” are the basic requirements for layered teaching. Hierarchical teaching has different requirements for students at different levels in terms of cognitive goals and ability goals. According to the curriculum standards, the requirements and contents of the textbooks, and the existing level of students at all levels of the class, with the principle of “facing the whole and taking care of both ends”, formulate the stratified teaching objectives that are consistent with the “recent development zones” of students at all levels. And before the "layered teaching of new knowledge", students will be able to clearly define their learning goals, so as to better play the guiding role of teaching objectives. Although there are differences in learning objectives at different levels of the same knowledge point, there should be a “step” between the goals. The students should be recognized before the new class, and gradually stratified and cognized in the teaching.
The purpose of stratification of teaching objectives is to set different learning objectives that students at all levels must achieve in teaching activities according to the different degrees of knowledge of students, so as to teach students different levels of knowledge in order to communicate with students. The knowledge structure is adapted. Therefore, stratified teaching should pay attention to the goal setting so that the abilities and qualities of students at all levels can be fully and comprehensively developed.
The C-level students use the basic objectives, but must be able to meet the “basic requirements” stipulated in the “Guidelines for the Teaching of New Curriculum for the General High Schools in Zhejiang Province” and the “Memorization and Understanding” requirements in the “Zhejiang Normal High School Examination Standards”. According to the theory of “teaching students according to their aptitude”, they set different teaching goals for different students. By setting different learning objectives, it is easy for students to learn.
2. The teaching content is layered.
"One lesson plan, one level and one lesson plan", the teaching design should make four clear understandings: a clear understanding of the students' basic knowledge and learning level; a clear understanding of the position of the teaching knowledge points in the subject knowledge system; Have a clear understanding of the use of teaching methods and teaching methods; have a clear understanding of the individual counseling and individual incentives of students.
The stratified classroom teaching should adhere to the principle of pre-reading and learning, the method is more important than the knowledge, the process and the interest are more important than the result; the stratified classroom teaching should pay attention to the students' information feedback, and pay attention to cultivating the independent and creative methods of learning; In the tiered classroom teaching, the basic rules of teaching are gradually carried out step by step, from easy to difficult, from simple to complex. In the teaching, try to meet the learning needs of students at different levels, stimulate their interest in learning, and mobilize the positive effects of non-intellectual psychological factors of all students.
Make appropriate adjustments to the difficulty and progress of the teaching content, and adopt a low starting point, make up the steps, pull away, encourage more, and master the basic basic knowledge. Scenario creation, problem design, teaching strategies, assignments, etc. should all be designed around the C-level students' academic situation.
The teaching progress is stratified. The difficulty is reduced and the progress is not lowered. The difficulty of teaching is not to reduce the requirements, low difficulty, high requirements. The difficulty of teaching is so low that even the requirements of the examination are not met, so the teaching tasks specified in the outline cannot be completed. This not only makes the students dissatisfied, but also dissatisfied the parents. This is not the purpose of our layered teaching.
3. The hierarchical arrangement of the work, using the principle of the ladder, is an important step in the implementation of the layered teaching. Only the layered arrangement can further consolidate the learning results that the students have achieved in the past.
For students at the C level, they must design their own work. They can be the homework behind the textbook or the practice paper, but they must all be selected and printed by the teachers themselves. The content is mainly based on the knowledge points that must be mastered in this lesson. It is mainly based on memorization and understanding, that is, students are required to remember, understand and use in one step, in order to pass the requirements of the examination. The exercises at the A and B levels can be combined, but they must be treated separately, indicating which areas of the B level can be left or not selected.
4. Layered tutoring students can deepen students' understanding of knowledge. Students at all levels can use the opportunity of teacher counseling to solve problems in their own minds in a timely manner.
Determine the goal of tiered coaching. To change the past "one size fits all" approach, students in the C-level class should adopt a low starting point, first slow and fast, and from shallow to deep, step by step, the training objectives of the textbook are decomposed into several consecutive goals with gradients. Allow them to gradually reach the requirements of the outline in one step or several steps according to their actual situation. To this end, teachers should not be too high in the development of counseling goals, increase the difficulty of teaching, increase the burden on students, make students indigestion, loss of confidence; nor too low, reduce the requirements of the outline, can not complete teaching tasks. The teacher should better solve the contradiction between "not enough to eat" and "can not eat." Strengthening the guidance of learning methods can cultivate students' good study habits. Good study habits include planning, self-study before class, concentrate on class, review in time, and complete homework independently. Most of the C-level class students do not develop these good habits. Teachers can remind each other of their efforts according to their own situation and help them with other teachers and students. For example, to learn geography, to learn to look at the map, you must master the methods and steps of reading the map: the first step is to look at the name of the map, to understand the geographical knowledge of the subject investigation, the second step depends on the legend in the figure, the third step Look at the specific content in the picture... This way you can get more effective information in the picture, improve the correctness of the answer, and thus improve the scoring rate.
In teaching, the study and counseling of students is an important part of students' consolidation and mastery of knowledge. In the classroom, the method of individual counseling is adopted for poor students, and the explanation of basic knowledge is strengthened. The method of group discussion and teacher prompting is adopted for middle school students to improve sexual counseling; the individual students are selected individually to cultivate their independent thinking ability. After the students are given a layered lecture, an "interest group" is set up to learn from each other by means of mutual counseling, and to cultivate their good moral character and cooperation. At the same time, it is necessary to do a good job of collecting feedback information, so that teachers can improve teaching methods and modify teaching plans, so as to give greater play to students' subjectivity.
5. Hierarchical evaluation of students is the driving force behind the implementation of tiered teaching.
The evaluation of students in stratified teaching mainly adopts three methods: dynamic evaluation, vertical evaluation and comprehensive evaluation. Dynamic evaluation, the learning level of each level of students is dynamic, and the evaluation of the examination should also make it dynamic and selective. The vertical evaluation is mainly based on the evaluation of information such as classroom questions, conversations, assignments, etc., and the students' interest in learning, self-confidence, initiative, etc. through different stages. Comprehensive evaluation, the content of the evaluation should be diversified, and it is not only the test scores as the standard. It is necessary to pay attention to the improvement of students' initiative, subjectivity and subjective character. The evaluation method should be diversified, that is, it must adhere to the combination of self-evaluation and his evaluation, and combine process evaluation with result evaluation.
Hierarchical teaching requires teachers to look at students with a developmental perspective. Regardless of the level of students, the evaluation should follow the principles of timeliness, objectivity and motivation, and give full play to the diagnostic and motivational functions of the evaluation. However, the evaluation of students at different levels should be different. The progress of students in Class A and Class B should be evaluated by competition, high standards and strict requirements, so that they can work harder and harder, and the progress of students in Class C should be improved. Incentive evaluation is used to encourage them to strive to develop at a higher level.
On the basis of the longitudinal evaluation, each student is dynamically evaluated on a monthly basis, and each student is comprehensively analyzed at the end of the period, and the necessary level adjustments are made.
Examination stratification - according to the actual level of students, in the monthly exam, grade-level examination and other links, reasonable design of test questions, reflecting the requirements of different levels. The C-level test papers require separate propositions, and the A and B-level test papers can be combined together, but the stratification requirements can be applied in the form of additional questions.
B, C level students want to enter the A, B level, sign up for the A, B level of the exam, using A, B level papers. Do not win or lose with a test, several important exams each time a certain proportion, and finally a total score to determine whether students can enter A, B classes. Class A also determines a plan, and the students behind it flow to Class B.
Evaluation stratification - including the scores of usual practice, monthly exams, and test scores to encourage affirmation. The evaluation methods for each layer should be different, and students should be encouraged. Even if the level of students' learning is little improved, they should be positively confirmed in due course. Let students gain experience from their success, and they can still do higher-level problems after they succeed.
V. Management and evaluation of layered teaching
1. Organization and management of layered teaching
Established Dinghai No. 1 Middle School to implement the “Stratified Teaching” leading group and working group.
Dinghai No. 1 Middle School Teaching Leading Group
Team leader: Chen Xinghao Deputy leader: Yan Shuoming
Member: Li Ying, Lu Wei, Xia Bangguo, Hong Weifang, Yao Rukang, Lin Yahong, Fu Jiaping, Gao Hongbin, Wei Weilin
Dinghai No. 1 Middle School Teaching Working Group
Leader: Yan Shuoming Deputy Leader: Yao Rukang Lin Yahong
Member: Gu Miaozhang Pan Wei Chen Yuewen Chen Zhijun Huang Mingcai Ye Jiaoke Chai Xiaomin
The Academic Affairs Office is responsible for the formulation of stratified teaching programs, the monitoring and archiving of stratified teaching, and the examination of stratified teaching. It focuses on checking the arrangement and implementation of stratified teaching in all aspects of teaching routines, and the quality of tiered teaching.
The grade level is responsible for the specific implementation management of layered teaching and the coordination of layered teaching, and the practical operation of layered teaching. First, we must formulate the teaching objectives of the three levels of classes; second, we must modify the routine inspection methods. On the basis of the original routine inspections, we should focus on the stratified teaching content and conduct regular inspections to see if the teachers are implementing them in the regular teaching process. The stratified teaching; the third is to recommend to the Academic Affairs Office the teachers and students with outstanding achievements in the stratified teaching. The school holds an experience exchange meeting every semester, and commends and rewards the teachers and students who have made achievements.
The teacher is responsible for the implementation of the layered teaching and information feedback. It can be seen in the teaching plan, heard in the classroom, and checked in the homework.
In the teaching management, taking the task of preparing the class as the starting point, promoting the teaching reform and the improvement of the teaching quality in the classroom, strengthening the inspection of the five major teaching links of preparing lessons, teaching, homework, counseling and testing, insisting on quality tracking management, and timely adjusting the problems. And improvement.
In class management, pay attention to cultivating students' good behavior habits and study habits, and pay attention to the formation of good class style and class appearance. Especially for parallel classes, it is especially necessary to strengthen behavioral normative education and set an example role among students. The grades should pay attention to the situation of the classes at all levels and provide guarantee for all levels of teaching.
2. Supervision and evaluation of layered teaching
From the evaluation object, the teaching evaluation includes teacher evaluation and student development evaluation. The evaluation of teachers uses a combination of qualitative and quantitative methods.
Adhere to formative evaluation, diagnostic evaluation and process evaluation, and avoid the bad practice of replacing the process evaluation with the final evaluation. Through evaluation, master the teaching feedback information, change the bad links in the teaching process, and motivate the teachers to correct, adjust and improve the teaching work. Fully affirm the students' academic performance, objectively evaluate the students' learning level, stimulate students' learning motivation, and achieve teaching goals.
Adhere to group evaluation of teachers of the same subject in the same grade, and regard the development of all students in a certain year as a standard for evaluating the subject group of the subject. This is not only conducive to the development of all students, but also conducive to the formation of the common values of the group's teachers' subject teaching, and is conducive to the unity and cooperation of the whole group of teachers.
Timely inspection, pay attention to the implementation of various work links. For example, in the form of questionnaires, feedback and evaluation of layered teaching; strengthen the inspection of teaching plans, classroom teaching, homework, counseling, and testing of the five major teaching links.
Get feedback from students through multiple channels, master the first-line reality data and information and effects, understand the situation, listen to opinions, adjust the plan and adjust relevant strategies in time;
The grades and teaching offices communicate in time and cooperate with each other to form a joint force.
The class A is based on the parallel class of Zhoushan Middle School. The average score of the unified examination and the college entrance examination is compared with that of the previous type of university. The class of the C level is based on the parallel class of Zhoushan No. 2, and the average scores of the unified examination and the college entrance examination are compared. The proportion of second-class universities.
To implement the level-by-level teaching, we must not only promote publicity through public opinion, but also build consensus and generate synergy; we must rationally distribute benefits, establish incentive mechanisms, and mobilize the enthusiasm of teachers to generate motivation. Teachers who serve at different levels of teaching tasks should determine reasonable allocation of hourly remuneration according to the quantity and quality of their work, and ensure timely and full cashing. Carry out the principle of “efficiency first and fairness” and establish a distribution and incentive mechanism for intra-school benefits.
Sixth, other
1. Classroom management of layered teaching.
Class teaching is difficult to cover different levels and different types of students in the class. The layered teaching in the classroom is still a one-to-one relationship between the teachers and the group. It is impossible to correct the correct feedback for each student. The implementation of grouping between students to help teach and create a total excellent group can maximize this deficiency. Grouping and helping, mainly based on fixed grouping, according to the students' academic performance and personality quality, a reasonable mix, mixed groups, highlighting the advantages and disadvantages, students, students and students. Each group of 2-3 well-trained, responsible, and organized backbones serves as the assistants of the teachers. After grouping, they should be ranked in order to achieve “goodness difference” and mutual complementarity.這種做法，既有利於差生學習，也有利於團結學習，共同提高，班內各科學習情況，通過“小助手”或“疑難問題徵答”迅速反饋給各類教師，有利於教師及時調整教學和輔導的重點。
2.班級內分層教學的思考。分層教學不但是班間的分層，還要做到班內的分層。
課堂教學的“分層互動”模式，實際上是一種課堂教學的策略。這裡的“分層”是一種隱性的分層。首先，教師要通過調查和觀察，掌握班級內每個學生的學習狀況、知識水平、特長愛好及社會環境，將學生按照心理特點分組，形成一個個學習群體。利用小組合作學習和成員之間的互幫互學形式，充分發揮師生之間、學生之間的互動、激勵，為每個學生創造整體發展的機會。特別是學生間人際互動，利用了學生層次的差異性與合作意識，形成有利於每個成員協調發展的集體力量。
班級內分層教學法，還可採取“全班教學與個別輔導”相結合的方針。根據備課要求，授課主要著眼於B 層中等學生，實施中速推進，課後輔導兼顧A、C 優差兩頭。具體做法是：上課時合為主、分為輔；課後則分為主、合為輔。做到對A 層學生少講多練，讓他們獨立學習，注重培養其綜合運用知識的能力，提高其解題的技能技巧；對B 層學生，則實行精講精練，重視雙基教學，注重課本上的例題和習題的處理，著重在掌握基礎知識和訓練基本技能上下功夫；對C 層學生則要求低、坡度小、放低起點、淺講多練、查漏補缺、弄懂基本概念、掌握必要的基礎知識和基本技能。課時進度以A、B 兩層學生的水平為標準，上課以A、B 兩層的要求為公共內容。課堂提問要注重層次性，具有啟發性，及時點撥，充分發揮學生的非智力因素作用，讓學生“不跳得不到，跳一跳抓得到”，只要努力，都能享受到成功的快樂。課堂教學形式也要靈活多樣，積極引發各層學生的學習動機，提高課堂教學的實際效果。
3.學校分層教學採用重點推進、分步展開的策略，先以容易分化的數理化等學科重點推進，然後在各個學科中逐步展開。但其他各科教師一定要有分層教學的概念與意識，在日常的教學過程中積極加以貫徹。
學校將對教師實施分層教學的情況進行檢查與監督，主要通過學情調查、座談會、隨堂聽課、檢查教案、上交並檢查作業與試卷
篇四：分層教學實施方案
為貫徹“特色引領、做優國小、做強國中”的發展戰略，全力推進《構建分層教學特色學校的實踐研究》課題研究，打造新興中學鮮明的教學特色，從20XX年10月，學校英文學科率先實施分層教學實驗，數學學科相繼進行，經過近一學年的調研、論證、試行，學校準備將實驗學科擴展為英文、數學、語文，充分發揮分層教學的優勢，努力提高教學質量，使各項可比指標走在全市前列。特修改制定此實施方案。
一、理論基礎
1、因材施教理論。在傳統班級授課中，要想針對每一個學生的個性差異進行施教有一定的難度。因為個體與個體之間既有共同性，又有差異性。因此，把某些方面類似的學生安排到一個層次里，既可兼顧學生個體間存在的差異，又可把因材施教提高到一個可操作的水平，達到共同提高的目的。
2、“最近發展區”理論。教師針對各層次學生的實際，包括知識基礎、學習方法、能力等方面的實際情況，從各個學生的“最近發展區”出發設計教學目標，提出學習任務，使各層次的學生都能“跳一跳，摘到果子”。
Second, the teaching objectives
通過走班制分層教學，讓不同層次的學生都能得到充分發展，使其學習能力在更適當的學習空間得到循序漸進的有效提高。期末考試成績、合格率、優秀率等可比指標進入全市前列。
三、學生選班
每年級層次班設為A、B、C，每年級設6個行政教學班，英文、數學、語文教學時每三個班按A、B、C三層同時實施教學。
學生選班指導意見：
⑴分別召開學生會和家長會，詳細介紹學校實施分層教學的方案，讓學生和家長明確選班的意義和目的，實事求是的選擇最適合自己學習和提高的層次。
⑵入學水平測試。開學初，學校組織英文、數學、語文學科年級水平測試，綜合考察國小畢業成績和本次測試成績，其結果作為入學基礎資料和選班的重要依據。
⑶教師建議。學校將成立學生選班工作指導小組，主要由學校領導、年級組長、班主任、課任教師等組成。其任務是根據學生水平測試成績，為每個學生選班提出建議，供學生和家長參考，選班的最終決定權在學生。
⑷選班工作一般每個學期進行兩次,根據期中和期末考試成績，同時充分徵求家長意見進行調整。
四、分層教學
A層次
1、教學目標
在全面達到課標目標要求的基礎上，強化能力拓展，考試成績優秀率達到50%以上，合格率達到100%。
2、課堂教學原則：“大容量、快節奏、高效率”
大容量——在完成基本教學任務後，加大學生知識和能力的拓展。
快節奏——強化預習、展示、提升“三環節”教學，引領學生主動預習、主動展示、主動提升。
高效率——教學目標全員“堂堂清”。
B層次
1、教學目標
全面達到課標目標要求，學科考試成績良好率達到50%以上，合格率達到100%。
2、課堂教學原則：“強基礎、勤活動、習方法”
強基礎——強化雙基的學習和訓練。
勤活動——用活動引領學生主動參與、主動學習、主動提高。
習方法——重方法指導和能力培養，全員實現“三清”。
C層次
1、教學目標：按照課標基本要求實施教學，學科考試成績合格率每學期提高5%—10%，力爭中考合格率達到70%。
2、課堂教學原則：“低起點、小坡度、重提高”
低起點——加大基礎知識的補充和複習，使每一個學生“聽得懂、跟得上、樂意學”。
小坡度——分解目標，強化激勵，培養興趣，使學生從微小的進步走向更大的進步。
重提高——強化“雙基”的學習和訓練，著眼於每一個學生的提高，基本目標全員實現“三清”。
五、教學評價
在評價方法上推行發展性增量評價，“以入口定出口，從起點看變化”，重點考核每個層次中每一個學生的進步、變化和發展。
1、學生評價，重點看每一次檢測後進步的幅度，只要進步就給以積極的鼓勵。
2、教師評價。一是層次教學目標完成情況，二是年級學生整體水平提高情況。
六、教學研究
1、推行“五分一統”分層教學模式。即：在統一教材進度的前提下，實現分層授課、分層練習、分層輔導、分層考查、分層評價。分層授課，就是根據學生的基礎按三個層次確定教學目標、形成教學設計、實施課堂教學；分層練習，就是通過必做、選做等形式，安排適合不同層次的學生隨堂練習和課後作業；分層輔導，就是根據學生的學習實際狀況分別進行輔導，包括查漏補缺、學法指導和心理輔導等；分層考查，就是在階段性檢測中，在基礎試卷的前提下，設定加試題；評價分層，就是不用一把尺子衡量學生，調動每一層次學生的學習積極性。
2. Collective lessons.圍繞“五分一統”實施集體備課，共同形成三個層次的教學設計和流程。
3、強化課堂教學目標意識，學習實踐魏書生“六步教學法”，努力打造高效課堂。
4、實施班級小組合作學習實驗，研究合作學習的有效策略和模式。
七、學生管理
分層教學模式打破了學生行政班的體制，加大了學生日常管理的難度，對學校及年級組的管理機制將帶來不小的挑戰，教師團隊建設和學生自主管理模式的探索是分層教學有效實施的重要保障，因此，在實施過程中，年級組長及各位教師要把它作為一個重要的課題積極實踐和研究。
1、學生自主管理。為便於管理，設立層次班長和層次課代表、學習小組長等，把學習的主動權、選擇權和管理權交給學生，最大限度的激發學生的學習興趣和熱情，形成有利於學生自主學習和管理的模式和策略。
2、教師團隊管理。任課教師兼層次班班主任，負責層次班的教學和學生管理，並及時與行政班主任交流溝通學生情況，建立由年級組長、行政班主任、層次班主任和任課教師組成的管理團隊，為分層教學的實施提供組織保障。
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