A Study On Differentiated Instructional Strategies Of Math In Senior High School

With the continuous development of the information age, students show a lot of differences in interests, emotion and other personality traits,which make students' learning needs is more and more diversified in a class, however, school education are being taken mainly "one size fits all" teaching mode currently, using a uniform method to teach all students,which seriously neglects the students' individual differences, and is unfavorable to the cultivation of individual talent. Therefore, the author wants to study how to carry out differentiated instruction in the class.Students show a lot of differences in learning mathematics, this article only cares about the existing mathematical difference in math, students existing differences referring to each of the students into the classroom learning emotion, knowledge, skills and understanding level and cognitive style is different. The paper uses questionnaire investigation, observation records, survey students comprehensive differences in learning mathematics. In reference to existing research results, the difference teaching class stratification, heterogeneous cooperation, open alternative learning content and a variety of teaching methods of combination of teaching strategy, the purpose is to try to take care of different students' learning needs, in order to make each student study well. Therefore, teaching efficiency can be improved.Two similar level classes in this experiment are selected, named as comparative classes and experimental classes, differentiated instruction is used in experimental class, and that comparative class uses "one size fits all",which is the traditional teaching, during the experiment, dynamically survey grade and other traits in learning of the two classes. Statistical comparison found that the experimental class at different stages of a significant change in the results, but comparative class is not.Not only that, differentiated instruction improves students' learning will and subjectivity, more and more students have a sense of achievement in math class. The results show that differentiated instruction strategies of teaching are effective, not only in the grade, but also in other study case.Innovation of the paper is to put forward the difference of heterogeneous cooperative teaching strategy, not only optimize the method of study, but change differences into teaching strategies and have a positive effect on teaching, class and stratification, open alternative learning content, and a variety of teaching methods of combination of teaching strategies are to meet the need of students' different learning in methods, in order to promote students actively to participate in activities in class.