Urban Area Junior High School Mathematics Academic Achievement Differentiation Causes And Countermeasures

Many learners at home are involved in maths teaching study in urban and rural areas. But very few take part in the study in maths teaching in combination of the town and the country. Based on this, the thesis focuses on the mathematic polarization of academic performance in the combination area of urban and rural, taking Tianjin Xiqing District as an example. The thesis makes a research on the main reason of polarization in such an area, aiming to find out ways to solve the polarization problem to enrich teaching in the combination area to achieve good teaching aims.The thesis first states the significance of the study and introduces research methods which are used in the study. The thesis also collects and sorts the present research results in polarization of academic performance at home and abroad. And it gives a definition concerning main concepts. Comparing the polarization of academic performance of Chinese with maths in junior grades, investigating the mathematic polarization of academic performance, and analysing the present condition of the mathematic polarization of academic performance in junior grades in the combination area, some teaching strategies are put forward to reduce the polarization of junior students'mathematic academic performance. Afterwards, a teaching experiment and individual case study are carried out, and teaching measures are adopted in teaching practice.By comparison, a more serious polarization exists in junior students'mathematic academic performance than that in Chinese academic performance. By investigation, the reasons accounting for the polarization are as follows. Firstly, lacking interest is the major reason accounting for the birth of so many students who have great difficulty in mathematics learning. Secondly, the divergence of learning habits and methods are the main reason accounting for the polarization on mathematic academic performance. Thirdly, the teachers'attention and the relationship between teachers and students aggravate the polarization of their mathematic academic performance. Fourthly, the environment at home and school influences the polarization in their mathematic performance. On the basis of above conclusion, the strategies of reducing the polarization are put forward and carried out in the practice. The thesis analysed some experimental results and individual case, which can prove that teaching strategies and measures are effective. If teachers use such ways in maths teaching, their academic performance can be improved effectively and the polarization of their study in maths can be reduced.Finally, concerning this problem for further thinking, the following three perspectives are put forward:First, cultivate teachers'teaching ability by raising teachers'science research quality. Second, focus on students learning and establish multicomponent as well as multidimensional concept of evaluation. Third, instruct and help parents to improve family teaching.