Pairs Of Self-primary Mathematics Teaching Individual Differences In Processing Strategies

The society development requires people to change their view of talent, and the change of people's view of talent requires reformation in Education field. For this reason, today the educators focus more on"students'self-learning and self-management"and"Individual differences"and developed a new pedagogic name"Double Autonomy Pedagogic". Here"Double-Autonomy"gives the students autonomy on both learning and management. This thesis based on the application of this pedagogic on Primary mathematics, study on the students'individual differences which are directly related to the teaching effectiveness, and try to find the solution to the problems in the teaching process.There are three parts in this thesis:Part I studied on the contents, value, feasibility and basic operation pattern of"Double Autonomy Pedagogic"from the theoretical aspect. Firstly,"Double Autonomy Pedagogic"is valuable as it's conducive to the balance between teachers'macro-guidance and students'self-regulating, classroom fun and knowledge input efficiency; and it also good to create a harmonious atmosphere of corporation among the students. Secondly,"Double Autonomy Pedagogic"would stimulate the students'creativity and practical ability; help them develop the necessary social quality. Thirdly, this pedagogic is possible to put into use when children psychology, characteristics and patterns of Primary Mathematics, external environment and available recourses are all meet its requirement. Fourthly and lastly, this part shows the operation pattern of"Double Autonomy Pedagogic"in Primary School attached to Jinan Normal School.Based on the characteristic of Primary Mathematics and"Double Autonomy Pedagogic", Part II analyzed the students'individual differences which might affect their development including students'prior knowledge, learning ability, cognitive style, logical quality, and personality traits. And this part also analyzed how these factors affect the students'behavior in Primary Mathematics class under"Double Autonomy"Pattern.The last part comprehensively analyzed the students'individual difference and tried 5 ways to find the solution of it: developing different learning objectives for different students; establishing heterogeneous groups;"Homogeneous layer"and"Heterogeneous Cooperation", give different homework to different students, and evaluate students in different standards. Based on these studies, in the end, this thesis tried to find the solution of Students'Individual Differences in Teaching Primary Mathematics with"Double Autonomy Pedagogic".