Investigation And Analysis Of High School Mathematics Achievement Differences

In the stage of high school,the difference of students'mathematics academic record is more obvious than other subjects. Why do they have this more obvious difference? What kinds of measures should the teacher take to reduce this difference as far as possible, and make the majority of students complete the high school stage mathematics study well? This is the important question which at present education for all-around development proposed, also is each high school mathematics teachers who extremely concern. At the same time, it is the important topic of pedagogy, and psychology research. Namely how does student's individual cognition difference coordinate interact in mathematics learning activities, the education goal, the curriculum standard, the teaching process? How can teachers enable the students to achieve the biggest development in mathematics cognition aspect? The author is a high school teacher who has the experience of key high school and key class's teaching and also has the experience of high school ordinary class's teaching. The author always pays attention to the question of student's study difference in teaching. Through the plan investigation, the goal observation, as well as with the exchanges between the student and teacher . The author analyzed each kind of difference which displays the student mathematics study process in the preliminary understanding and the reason produced. This article is in this foundation through mathematics discipline characteristic, the student mathematics ability forming process, mathematics teaching process essence understanding, the author elaborated the reason why in high school mathematics studies the middle-school student'cognition difference and ability difference are produced, as well as the measures which the teacher should adopt for the reduction difference.