How to implement the principle of individualized teaching in the teaching of language subjects

I. Understanding of Individualized Teaching

According to the definition of Baidu, individualized teaching refers to the individualization of teaching methods. When the same teaching materials and teaching methods can not be used to address the differences in the level of students in the classroom teaching, in order to take into account the individual's abilities, interests, needs, and difficulties that may be encountered, the teacher has to be specially designed to differentiate between different teaching plans in the teaching process.

This can be seen from the following two aspects of understanding:

(a) the implementation of the object

Individualized teaching is first faced with the implementation of the object of the problem, from the definition of the implementation of the object includes individual ability and the existence of ability deficiencies of the two types of students. In layman's terms, it is the two categories of students with special abilities and students with learning difficulties. On the basis of characterization, there is a problem of how to define which students belong to the former and which students belong to the latter for a class. It is not difficult to see that if the definition is not adequate will lead to individualized teaching in the target will be greatly reduced. It can be seen that it is very important to categorize and group students beforehand.

(ii) Implementation method

Based on the definition, it can be seen that the implementation of individualized instruction in the classroom, and the implementation of the time synchronized with the normal teaching. This means that how to skillfully implement individualized instruction through curriculum design in a non-opening situation should be a serious consideration for teachers. Practice has shown that it is not enough to optimize lesson plans, as it is difficult to highlight the characteristics of "individualization" within 40 minutes of teaching time. In this way, it may be necessary to innovate in the organization of teaching aids based on the principle of the school-based approach.

All in all, in the individualized teaching of elementary school mathematics, students should be effectively categorized and highlight the elements of individualization and other aspects of the work, which in itself is also a test of the teaching ability of teachers.

Second, the understanding of the basis of teaching thinking

On the student categorization grouping, its operation is not difficult. Its possible to obtain individualized information externally with the help of students' grades and classroom performance. The difficulty is how to reflect this individualization in a 40-minute classroom.

To this end, the following two aspects of the latter will be considered:

(a) Forms of teaching

Since it is necessary to take care of the needs of two types of students in 40 minutes, and can not be detached from the corresponding classroom teaching objectives. Therefore, the form of cooperative group learning should be introduced in the form of teaching, under which the issue of the composition of the members concerned will be considered. From the point of view of normal distribution, the students who need individualized teaching after all does not account for the majority, so the key to the composition of the group is to match the special strengths and lower achievement students. The best time to implement cooperative learning in small groups is during the review period, which is mainly from the teacher's operability and the functionality of individualized education.

(2) Teaching content

The content of the teaching is carried out in the review class, so the design of the lesson plan should be developed in the form of a topic. In the process of teaching the topic, the problem-oriented method should be adopted. Problems related to integrated applications can be established according to the cognitive level of students with specialties, and basic conceptual problems can be introduced according to the needs of lower-achieving students. In this way, the consolidation of general mathematical knowledge can be accomplished in group cooperative learning, and the answers to difficult problems can be led by students with special skills, while the review of basic mathematical knowledge meets the needs of the group members and improves the knowledge mastery of low-performing students.

Third, thinking-led practice

Based on the above and thinking-led, the following three aspects of practice to explore.

(I) Grouping of students

It has been pointed out above that students belonging to the two categories are after all a minority; moreover, individualized teaching is not a substitute for the regular teaching mode. With this in mind, the focus of student grouping is to rationalize the mix of students with special strengths and low achievement. As a result, teachers should group students in advance according to their test scores and the situation reflected in the usual classroom and homework. When conveying the grouping to students in class, attention should be paid to language expression. Among other things, care should be taken to avoid causing psychological harm to students with poorer grades. This shows that students should be organized to abandon the traditional model of group arrangement, students with different learning abilities must be included in a group.