The application of personalized education in the Chinese school in Shanghai

Personalized education is a teaching method that used by the teacher in the teaching process, in order to urge the students to be all-round development of personality purposefully. Personalized education is based on the full observation, investigation, research and analysis of the teacher, taking the development needs of students as the center, students’ individual differences as the foundation, to develop targeted teaching content, selective teaching objectives and diversity of teaching methods, to promote the development of students' complete personality. Personalized education requires of standing out of the student personality value, to meet the different needs and interests of different students, to construct the corresponding course knowledge and the corresponding evaluation system; personalized education asks to respect the differences of the individuality of the students and offers different degree of cognitive context students different cognitive ability to form the basic understanding and skills. Besides, it also allows the backward students. This paper will focus on the application of personalized education in the Chinese school in Shanghai.
Due to the differences in the student's interest, personality, family background, cognitive style, cognitive level of internal power, etc., lead to the imbalance of the development of the “physiology-psychology-culture”. Therefore, to understand the personality characteristics of Chinese learners is the necessary premise of “teaching according to one's ability”. At the same time, by the AHP to the students, teachers can seek the most suitable teaching program, optimal time and effect.
(a) The determination of the analysis of the students’ level and demand
First of all, Chinese school in Shanghai can use "known - want to know - learning to know" chart, to help students think about what they already know, what they want to know and record what they have learned and what they still need to learn. This approach helps students to develop meaningful knowledge construction in Chinese School in Shanghai, and stimulate students' active learning desire, to make the students’ learning purpose much stronger, more targeted. Secondly, in Chinese School in Shanghai before the class, should have a new knowledge to test students, targeted investigation of knowledge points, knowledge misunderstanding, learning ability and learning method. Finally, the establishment of student archives. Record the learning state of the students in Chinese School in Shanghai, through the analysis of different stages of development, understand the students’ learning statement in Chinese School in Shanghai, timely communicate with students, timely adjust the teaching methods for students in Chinese School in Shanghai and provide reference for the students’ constantly progress.
(b) The design framework of the teaching course
Chinese School in Shanghai according to the delineation of the levels of students demands, combining the teaching goal, to design the teaching framework. The basic principles of instructional design framework in Chinese School in Shanghai: Comprehensive. Different levels of development of students should can be considered in the frame; Distinction. Students' development is not balanced, needs different teaching schedule, mode, content; Effectiveness. Realization of everyone learn practical Chinese, everyone can get essential Chinese, different people have different development in Chinese learning; Innovation. Social change with each passing day, curriculum design should advance with the times and be constantly updated.
(c) Micro teaching activities
This will be analyzed in three parts: lesson preparation, during the class and after class.
The first part is lesson preparation. In Chinese School in Shanghai teachers according to the teaching framework combined with the actual progress of students to carry out the lessons’ preparation. The premise of preparation is the analysis of the textbook; the second is the understanding of the specific learning situation of the students. Textbook analysis requires a clear grasp of the key, difficulty point and the basic point in the textbooks. The teachers need to set learning goals to be clear about the easily confused points and also where the students will make mistakes quite often. Then the teachers need to arrange the teaching contents and also the degree of difficult according to the students’ different characteristics. In the process of lesson preparation in Chinese School in Shanghai, teachers can design the questions advanced. Question design should pay attention to the following aspects:
Firstly, pertinence. The problem should be aimed at the knowledge points. Secondly, gradient. Set different difficult problems for different students. Thirdly, optimality. The problem can be the most direct and effective way to inspire students to enter a state of thinking. Fourth, motivational. Good questions can stimulate students to Chinese curiosity, thirst for knowledge, and the will to overcome difficulties. Fifth, innovation. Combining the knowledge point, the question will be based on a story, a situation, to better stimulate students’ curiosity and their enthusiasm to participate in it.
The second part is during the class. According to different characteristics of students the class form and content should have the appropriate adjustment. In Chinese School in Shanghai you can try to change the way of preview, discussion, asking questions, and practice. An important principle in the emphasis here is on: In Chinese School in Shanghai the class must be adapted to the learner, but not static. In the content and form of the Chinese class, Chinese School in Shanghai can try "task based learning". Task based learning, refers to the learner centered on a specific task, make best use of various learning resources. In the actual experience, during the exploration, innovation and internalized absorption process, within the team or as individual the students can get more complete and specific knowledge, skills and get the development form learning. In Chinese School in Shanghai meaningful and real life situation should be created, the Chinese knowledge should be blended into it, in order to achieve teacher-student, student-student interaction. Because the based task learning allows students to select their own content, plan and role, it can stimulate the learning enthusiasm of the students, train their autonomous learning ability and is conducive to the internalization and migration of knowledge.
The third part is after class. In Chinese School in Shanghai, after class the teachers can be based on students' class master acceptance, arrange some exercises to consolidate the lesson time. The exercises arrangement should not seek blindly, but should be carefully for quasi seek less. The flood of homework is easy to cause the students to produce reverse psychology. The content of homework form can also be formed according to different content.
(d) The evaluation of personalized education
In the traditional teaching evaluation, the school and the student is the pursuit of scores. According to Gardiner's multiple intelligences theory, this simple method to evaluate is sometime only verbal intelligence, a kind of logic intelligence test, cannot completely reaction of a person's intelligence level, more unable to reflect a person's future success or to enable students to fully see growth.
In Chinese School in Shanghai, the evaluation of personalized education should follow the following principles:
First of all, comprehensive. The purpose of individualized education in Chinese School in Shanghai lies in the development of the cultivation of "full of personality". Therefore, the evaluation should also be "full of personality" factor evaluation. Evaluation should respect each student; respect each student's personality, habits, hobbies and aptitudes.
Secondly, development. The evaluation is not the sort of students’ ability evaluation in Chinese School in Shanghai. Only as a kind of understanding its shortcomings found means. The most important function of evaluation is for teachers and students to find problem and eventually provide direction to solve the problem.
Third, the evaluation should be based on process evaluation. The evaluation of the Chinese School in Shanghai should focus on the students’ development during the learning process and also focus on the development process of exploring ability, focus on the development of Chinese emotion, attitude and also focus on the development of learning.