School Macao Mirror Flat Layered Teaching A Math Class

Taking use of literature analysis method, questionnaire investigation method and SPSS and basingon the new teaching mode as teaching for different levels in mathematics curriculum which hasbeen carried out in Jingping High School from 2002/2003 academic year, I took a research on the2005/2006 year grade one students in Jingping High School and focused study on student efficiencyand attitude, the problems involving in class management and the effects to non intellectual factorssuch as the interests in mathematics of students which might caused by the mode of teaching fordifferent levels.I began from summarizing the viewpoints and experience of other scholars on teaching according tostudents' native intelligence and teaching for different levels by literature research. Then Iintroduced the new teaching mode as teaching for different levels in mathematics curriculum inJingping High School and the practices during the 3 years experimentation period, which was theoutcome of big innovation of Jingping High School guided by the teaching ideas as 'students arepriority, creativity is principal'.By questionnaire investigation and SPSS, I investigated 252 students of grade one in the highschool. I analyzed student efficiency and attitude, the problems involving in class management andthe effects to the student's interests in mathematics which caused by the mode of teaching fordifferent levels. Furthermore, I talked with some teachers and students involving in the newteaching mode. Basing on the investigation and analysis, I drew up the conclusions.Four conclusions were drawn up by the research. Firstly, high level classes excel normal classes inboth study efficiency and attitude, while the situations in low level classed are contrary. Secondly,the mode of teaching for different levels increases the difficulties in class management, but theteachers could finally overcome the problems. Thirdly, teaching for different levels is helpful toraise the interests of some students especially the high-level students in study but increases theirpressures. The effects to the low level students are also contrary, teaching for different levels neitheradd their pressures nor raise their interests in study. Fourthly, there is few label effect caused byteaching for different levels.