一、准确区别对待,实施分层教学案例:立定跳远课,教师设置四个层次标准,学生A根据个人条件,选择较近远度,经过练习顺利跳过。他双手握拳向下兴奋地蹦跳起来并大声喊“yes!”之后,开心地奔向更远的另一练习场地!分析:学生差异处于“动态”之中,教师需调查摸底、分析、了解,做到心中有数准确区分。本案例中,教师制订了四个层次,让学生自主选择最适合难度、标准,感知差距,在自我挑战中完成任务、体验成功,逐渐缩小差距,增强挑战更高目标的信心。在实施中,既可升高层次拔高拓展,为 First, the exact distinction between the implementation of layered teaching cases: standing long jump classes, teachers set the four levels of standards, students A based on personal conditions, choose the closer distance, after the exercise successfully skipped. His hands fist down excitedly jumped up and shouted “yes! ”, Happily toward another training venue farther! Analysis: Student differences in “Dynamic ”, teachers need to investigate thoroughly, Analysis, understanding, be aware of the exact number of hearts. In this case, teachers set four levels to enable students to choose the most suitable difficulty, standard and perceived gap, fulfill their task in self-challenge, experience the success, gradually narrow the gap and enhance the confidence to challenge the higher goal. In the implementation, we can increase the level of promotion, as