三、实施校本光谱课程已往,我们曾提出过分层教学模式:学生分层(分层组织)、分层备课、分层授课、分层训练、分层辅导、分层评价。这些虽然可以让不同的学生获得不同程度的发展,但可能会给学生贴上“优等生”、“中等生”、“差生”的标签,不利于学生建立良好的自我认知。基于光谱教育理念的课堂教学,应该如加德纳提 Third, the implementation of school-based spectral curriculum In the past, we have proposed over-teaching mode: students stratified (stratified organization), stratified preparation, stratified teaching, stratification training, stratification counseling, hierarchical evaluation. Although these may allow different students to achieve different degrees of development, they may be labeled as “excellent students”, “middle students”, and “poor students”, which is not good for students to establish good self-recognition know. Classroom teaching based on the concept of spectrum education should be like Gardiner