Practical Research On The Difference Teaching Thought In The Design Of Tibetan High School Function Teaching

With the development of society,there is a growing demand for diversified and creative talents.How to cultivate the individualized talents required by society is a real problem that modern education urgently needs to solve.The new curriculum reform clearly stated that education should fully take into account individual differences among students,create conditions that motivate students to become passive and active learning,and enable students to be willing to learn so as to obtain different degrees of development.However,the current high school education in Tibet still adopts uniform standards and focuses on teaching.The traditional teaching model ignores individual differences of students and cannot meet the individual needs of students.It seriously hinders the development of students' creative thinking and also affects the teaching effect of high school mathematics.Functions are the foundation and focus of high school mathematics knowledge,and they are also a major difficulty in high school mathematics teaching.Especially for Tibetan students with poor Chinese proficiency,learning functions is more difficult.In addition,due to the differences in the linguistic habits and way of thinking,mathematics learning has been plaguing Tibetan students in the high school stage,and mathematics is still at a disadvantage in the college entrance examination.In the high school function teaching of Tibet,the introduction of difference teaching can greatly take care of the individual needs of different levels of students in the whole class,explore the learning potential of different students,help students understand function knowledge better,stimulate the interest of learning function,and promote students' maximum The development of limits is of great practical significance to improve the performance of mathematics in Tibet,improve the quality of mathematics teaching in high schools in Tibet,and develop basic education in Tibet.This article starts from the mathematics class in the second high school of Shannan in Tibet,and combines the author's own teaching practice.It selects two parallel classes in the Shannan,the first and the second grades in Tibet to carry out practical research on differential teaching,and comprehensively analyzes the current status of traditional classroom teaching and the problems that exist.Reasons,and put forward the concept of difference teaching in high school function teaching design,explore the feasibility and necessity of introducing differential teaching in high school mathematics teaching in Tibet,in order to provide some reference and reference for the mathematics teaching in high school in Tibet.