Theory And Practice Of The Math-teaching In Key High Schools According To Individual Differences

After the enlargement of enrolling new students in key high schools, the differences among individuals in math learning are becoming obvious. Facing the problem, how to teach the subject effectively becomes a real problem that the teachers in key high schools have to deal with. Against this, some researchers suggest teaching according to different levels; some advocate cooperative learning; some made studies of how to train the excellent, while some did studies of how to teach low-achievement ones; some investigated the differences between male and female students. Yet, there has been so far no systematic theories, nor been any comparative studies made. Thus, the results might lack credibility, or be only hypothesis without practice, or only phenomenalistic investigation and analysis of internal causes without teaching strategies, or with strategies that are not based on teaching practice.This study, based on the theory in psychology and education, focuses on the differences in math-learning among key high school students, and discusses, to some extent, from theory to practice, the math-teaching in key high schools, in an attempt to construct a systematic theory in math-teaching according to individual differences in math-learning so that math-teaching in key high schools can be better conducted. Because of the limitation of time, the writer of this thesis has done the following aspects only.1. Having defined math-teaching according to individual differences among key high school students, and explained its support from philosophy psychology and education, based on a general survey of the features of math-learning.2. Having made suggestions of reflecting differences in objectives, contents, implementation and evaluation etc. of the course in key high schools abroad. Thus, teachers can choose different course to teach according to their own advantage, while the students can choose different courses to learn according to their own needs.3. Having analysed the strategies for math-learning according to the individual's differences put forward in literature; having made an experimental study of the idea advocated in literature that students should be grouped and taught according to their intelligence. The results show: such teaching has a negative influence upon the individual's achievements and psychology and therefore should nr abandoned; having analysed whether cooperative learning is feasible and the results show: cooperative learning cannot be used as a form of organizing teaching under the present condition that classes are large in key high schools. Instead, we suggest that the study process of adapting to individual differences and strengthening differences in organizing classroom teaching are the best choices in key high school math-teaching.4. Having suggested, based on the writer's many years of teaching and literaturestudy, how to identify and train the excellent in key high school math-learning. This has achieved a great deal in the writer's teaching.5. Having made suggestions, according to relevant teaching theories, with regard to students' confidence, way of thinking, and solving math problems and their differences in special imagination so that both male and female students can carry forward their advantages and avoid disadvantages and improve their math-learning together.