This article takes the middle school information technology classroom teaching as an example, analyzes how to interview students individual differences and improve the art of teaching behavior, and puts forward corresponding strategies, which mainly include: scientific and rational stratified classification; continuous improvement of classroom teaching methods; Students interact, active classroom atmosphere.

【Keywords】 Individual differences Teaching behavior Art Perfect.

Information technology courses as an era, frontier, development is very obvious discipline, has always been an important component of the overall quality of students in the new era. For middle school students, the same is no exception. Grasping a solid foundation in information technology is an important part of learning other knowledge and improving their overall competitiveness. However, for the course of learning information technology, different students, due to differences in their basic learning, learning ability, interests and hobbies, lead to great differences in the learning of information technology. Moreover, each person's growth environment is different, the things they come in contact with are different, and their experiences are different, so these differences are irreparable. In teaching practice, many of our teachers often do not take this objective difference seriously. Instead, they adopt more of a “one size fits all” teaching method and try to make students achieve the same progress through a unified teaching method[1] . In fact, this teaching method will not only not achieve the desired results, but will often result in less efforts. For this reason, this article takes the middle school information technology classroom teaching as an example, combines the student's objective actual situation, explores the new thought of differential teaching, provides the reference for the perfect teaching behavior, constructs the high-efficient classroom.

1. Scientific and rational hierarchical classification

To carry out differentiated teaching, we must first classify it rationally. Specific to a middle school information course class, our classification can not be random, but should be combined with the students' learning ability, knowledge background, hobbies, etc. to formulate a comprehensive standard, and then divide the students into A, B, C Three groups. If there are more classes in the school, the school can also use a mixed class for several classes of students. In the case of information technology classes, students of similar types can go to a class [2]. In this way, teachers' preparation of lessons will be more targeted; for schools with fewer classes, they can learn in the same class, but this puts higher requirements on teachers' preparation and teaching levels. In general, in this case, the teacher's teaching needs to be balanced. Through layered questions, hierarchical evaluation of the assessment reflected. There are also differences in the goals set for different students. Specifically, setting up stratified goals should follow the principle of “basic goals that allow all students to meet the requirements of the syllabus and allow students who have spare capacity to learn more than the course requirements”. , To adapt the target level to the current level of development of students of all kinds, so that students from different starting points have their own goals [3].

2. Continuously improve classroom teaching methods

Teaching at different levels refers to the teaching mode adopted by teachers based on the students' psychological characteristics and different personalities to promote the full development of each student on the original basis. Different levels of students, different types of students have different needs. Therefore, teachers in the teaching process, according to different students need to adopt different ways of teaching, focusing on combining the students' psychology. For example, some poor students, many of whom are self-reliant and very sensitive. At this time, teachers should not blindly use the various measures in the classroom to block the students' bad behavior. Instead, they must combine the characteristics of each student to carefully guide the students. They should use truth, counsel people to be good, and teach people to use beauty. Make it clear that right and wrong, let students feel that teachers are really concerned about me, slowly students will also form a kind of self-confidence in learning. This requires teachers to learn to treat students with appreciation, especially poor students. It is also necessary to seize each of their shining points, to enlarge and encourage them, so that students can gradually feel the significance of learning, and gradually Combine your own situation to form a learning program.

3. Strengthen teacher-student interaction and activate classroom atmosphere

In an effective classroom, students tend to "enter the role" mood, which is what we call concentration and motivation. The cultivation of learning motivation and the degree of harmony between teachers and students are inseparable [4]. This discipline of information technology is no exception. To achieve an effective classroom, effective interaction and a harmonious classroom atmosphere are indispensable for teachers and students. Especially in the process of carrying out differentiated teaching, teachers need to have a good grasp of classroom art and mobilize the enthusiasm of learning at different levels of students. For example, to carry out group cooperation learning, students will be divided into learning groups according to the same group heterogeneity principle. Let each group have poor students, middle school students, and top students, so that at different levels of learning together they can learn from each other and learn from each other. With the teachers' scientific and reasonable arrangement of learning content and scientific guidance, students can effectively stimulate their potential. This requires teachers to use more plentiful language and changing teaching methods to mobilize the enthusiasm of students to learn and to stimulate the classroom atmosphere. Including situational teaching, case teaching, teacher-student role conversion, etc., can be integrated into the classroom of information technology under the concept of differentiated teaching.

Modern psychology believes that "human behavior is based on specific desires, in order to achieve specific goals, and choose various means to achieve the goals." Our classroom teaching behavior is also the same. As for what kind of teaching behavior must be art, what kind of teaching behavior can certainly achieve the goal of an effective classroom. This is inconclusive. Only when teachers combine the actual needs of the classroom and constantly explore and perfect teaching, can we eventually form teaching behaviors that are appropriate to the actual situation of each place. This kind of behavior can be called “art” by us.