An Experimental Study On The Teaching Of Mathematics Difference In Junior Middle School

Junior high school mathematics teaching is an important part of basic education students ’thinking formed in the traditional classroom teaching under "unified content, unified progress, unity of purpose requirements, unified evaluation criteria" and ignoring individual differences in teaching students to influence students’ mathematics learning with the ascending grade polarization showing increasing trend. Therefore, in the process of teaching large classes, how to care for individual differences of students, so that they can get the maximum degree of development based on the original? So that every student learn different mathematical implementation of mathematics teaching is particularly essential difference in the junior stage.The purpose of education is not to eliminate differences in differences, but for the sustainable development of every student is to develop benign differences narrowed bad difference, referred to here is not every student so that all students can achieve the same level but follow the law of education and teaching, dig out the potential of every student, so that every student develop in its original foundation. In order to allow students in learning can really develop their own capacity, so that students learn to really feel happy, requires teachers to have changed in their teaching philosophy and teaching methods to meet the needs of different students’ development, so it objectively the teacher asked us to focus on differences between students, so that different students can be met in learning, experience the joy of learning, and ultimately improve the ability of the individual.Implementation of differentiated instruction in large classes, for every teacher, it is a gradual process of teaching practice, but not overnight. Its implementation needs to explore the effect of the process, constantly sum up experience and improve the mode of teaching, in order to better mobilize the students’ enthusiasm and initiative, to meet the different learning needs of different individuals.Research on differences in teaching has achieved fruitful results, but the main advantage is that the difference can really focus on teaching to each student’s individual differences, so as to implement with suitable teaching, it has the disadvantage of ignoring students self-esteem and self-confidence. Aiming at the shortcomings of the proposed teaching differences invisible differences hierarchical teaching ideas. Is to meet the needs of students at different levels of development, in a natural course were teachers in understanding the differences in students’ individualized basis, preclude the use of the intrinsic metric method for teaching students to implement targeted to promote optimal development of students.This paper is divided into five chapters. In the first chapter, this paper analyzes the significance of differences between the origin and the method of teaching research teaching and research, research ideas and research. In the second chapter of the differences in teaching and research carried out a literature review, analysis of its theoretical basis and content, as well as differences in teaching research situation, try to analyze the shortcomings in the development process. The third chapter highlights the differences between junior high school mathematics teaching is how to design implementation and interpretation of the basic principles of teaching and teaching strategies difference difference teaching. The fourth chapter in my school classes are conducted experiments for the study of the experimental study, experimental study hypothesis, experimental subjects, and the variables analyzed, irrelevant variables were controlled to a specific classroom examples illustrates how students differences in teaching operation, and finally collecting and analysis of experimental data. The fifth chapter is the experimental results and discuss, analyze the advantages of differentiated instruction, and the Implications for mathematics teaching on the basis of the analysis of the experimental results.Experimental results show that the implementation of differentiated instruction, help meet the different needs of individual development, to better deal with the contradiction between collective and individual individualized in improving student academic achievement, students’ interest and confidence while learning, also cultivate their capacity for self-learning skills and collective sense of honor and cooperation, and to make teacher-student relationship, life and relationships become more harmonious.