“分层教学”模式立足于学生的个体差异,实现了最大范围内的因材施教和“人人有发展,个个有进步”的教学要求,有力地促进了学校教育教学质量的稳步提高。笔者所在的学校将毕业班学生按照学科成绩分成A,B,C三层,分别设立教学班(原有班级称行政班),笔者结合自己担任B层教学班工作的实践,就分层教学谈一点自己浅薄的见解。B层的学生在行政班学习热情不高,在毕业班许多学生怕学,甚至厌学,课堂气氛沉闷,学习自觉性不高,信心不足,为了改变这 “Layered teaching ” mode based on individual differences in students, to achieve the maximum range of teaching students according to their aptitude and “Everyone has development, all have progress ” teaching requirements, effectively promoted the steady development of school education and teaching quality improve. The author’s school will be graduating students in accordance with the academic performance is divided into A, B, C three, respectively, the establishment of teaching classes (the original class said the administrative classes), the author combined with their own practice as a B-class teaching classes on the hierarchical teaching talk A little shallow opinion. B-level students in the administration of learning enthusiasm is not high, many students in graduating class fear of learning, or even tired of learning, the classroom atmosphere boring, learning is not high, lack of confidence, in order to change this