小学英语老师的现状,往往需要任教两个及以上班级,很多教师都在简单地重复,主要以教材为中心,机械而枯燥。从一个班上完课,又走进另一个班重复,很少会思考教学设计的有效性。面对统一的教学要求,学得快的班级往往会“等”得不耐烦,而学得慢的往往就“赶”得辛苦。其根本原因是教师忽视了班级的差异,忽视了不同班级的教学需求。教学活动中学习的主体——学生都有自己的独特性。关注班级差异的“同课异构”就是满足学生学习 The status quo of primary English teachers often requires two or more classes to be taught. Many teachers repeat themselves briefly, focusing mainly on teaching materials and machinery. After class from one class, and then walked into another class repeat, rarely think about the effectiveness of instructional design. Faced with a unified teaching requirements, the fast-learning classes tend to be “impatient”, and slow learning often “catch ” hard. The fundamental reason is that teachers ignore the difference between classes and neglect the teaching needs of different classes. The main body of learning in teaching activities - students have their own uniqueness. “Class heterogeneity”, which focuses on class differences, is to satisfy students’ learning