Researches Of Teaching Practice Based On Different Learning Levels

The competitiveness of a nation in a long term depends on its education. Mathematics has no doubt become one of the fundamental subjects in education since it is the basis for natural science and the society is now more driven by technology than ever. To improve the quality of mathematics teaching is not only thousands of students’ urgent need, but also the increased request from the whole society.The issue of "Mathematics Curriculum Standard for Regular High School (Experimental)" marks the transition of China’s mathematics education from an elite education pattern into a mass education pattern and from a test-focused education to a competence oriented education. The voice from the general public calls for equality in education whose answer, however, cannot be drawn without looking into how to deal with current situation in Mathematics education where the individual achievement in Mathematics learning varies dramatically among students no matter in urban or rural area.Based on teaching practice, this thesis proposes a pedagogical paradigm which aims to improve the quality of Mathematics education. Given the uneven achievements among the students, a pedagogical paradigm called Different Structure for the Same Lesson provided which introduces a level-based teaching and assessment pattern. A case study is then conducted to find out what leads to students’ low achievement and to demonstrate how the paradigm is applied to real teaching process. At last, suggestions are given on how to use the paradigm to narrow the gap among different students and on how teachers can prepare themselves for the paradigm.