一、理念认识:体育教学“差异观”首先,教学对象之间存在个体差异。学生个体遗传和环境的不同,形成了学生体育基础的先天差异。其次,体育教学过程拉大了个体差异。教学目标中普遍使用的百分比的表述,客观地承认并无形中放大了差异。再次,体育教学效果产生个体差异。在有限的时间里,体育基础好的学生其学习结果将会好于基础差的学生,他们的学习差距将会呈现放大趋势,即马太效应[1]。在此情况下,教师必须关注学生与具体教学内容相关的差异,并对那些不采取差别化手段就无法完成教学目标的差异进行有针对的应对缘于 First, the concept of understanding: Physical Education “Difference View ” First of all, there are individual differences between teaching objects. Students of individual genetic and environmental differences, forming the inherent basis of students’ physical education differences. Second, the process of physical education has widened individual differences. The percentages commonly used in teaching objectives objectively acknowledge and in fact magnify the differences. Third, physical education results in individual differences. For a limited time, students with good PE fundamentals will have better learning outcomes than those with poor basic skills. Their learning gap will show an upward trend, namely the Matthew Effect [1]. In this case, the teacher must pay attention to the differences between the students and the specific teaching content, and deal with the differences that can not be achieved if the teaching methods can not be completed without differentiation