Research On Teaching Strategies Of Mathematics Differences In Primary Schools Based On Learning Style

For a long time,teachers often carry out teaching based on students' similarities,set up the same teaching goal,contents,evaluation methods and so on for all the students in the class,but ignore the differences among the students without providing a fair learning opportunity for students.With the evolution of time and reform of education,people pay more attention to students' distinctive development and have more intensified demands on the implementation of differentiated instruction.However,students vary from each other in many aspects.Some differences are insignificant for students' learning.However,some directly affect students' learning process and effects,such as the differences in learning styles.Then,what styles do students prefer? What is the status quo of differentiated mathematics instruction in primary school? How should teachers carry out differentiated instruction pertinent to their learning styles? The paper focuses on the reflections on the problems.By collecting and summarizing a lot of literatures,based on the researches on domestic and foreign differentiated instruction and theories about learning styles,the paper investigates into 186 students in Grade 3,4 and 5 in S School with regard to their learning styles,and finds out that the students characterized with auditory learning style account for the largest proportion.When exploring into students' learning styles,Reid discovered that Chinese students and Japanese students tended to prefer auditory learning style.The investigation result was consistent with Reid's assumption.Moreover,the paper also delves into the current situation of the implementation of differentiated mathematics instruction in S School,conducts an in-depth interview with all mathematics teachers in Department of Domestic Primary School,and finds out some problems in the differentiated instruction in S School.The paper classifies the problems into two types: problems at the preparation stage and problems in instruction.Specifically speaking,they include: teachers' inadequate knowledge of students' differences,teachers' insufficient initiatives in implementing differentiated instruction,lack of multiple dimensions of teaching goals,singular teaching methods,rigid form of teaching organizations,learning outcome's focusing on unified exercise and lack of diversity of teaching evaluation.Based on investigation and interview,the paper finds out that mathematics teachers in primaryschool lack theoretical knowledge,master little about differentiated instruction,undertake heavy teaching tasks and are weak in differentiated teaching despite a strong will.What's more,there are few practical researches on differentiated instruction in China.Teachers lack referential information and guidance.The above are all the reasons for the problems.In order to facilitate every student to give play to their potentials and realize maximal development,the paper tries to propose a series of differentiated instruction strategies based on students' learning styles,and classifies the strategies into two types: class teaching strategies and after-class tutoring strategies.In terms of class teaching,corresponding differentiated strategies are proposed from the perspective of teaching goal,teaching method,teaching form,teaching evaluation and class homework.In terms of after-class tutoring,different strategies are proposed from the angle of individual tutoring,after-class activities and regional activities.Then,by action research approach and case research approach,the paper verifies and adjusts the strategies in hope that the strategies can help improve students' learning effects,provide references and suggestions for front-line teachers' implementation of differentiated instruction.