A Comparative Study On The Status Quo Of Mathematics Teaching In Key Classes In Senior High Schools And Ordinary Classes

With the rapid development of economy,people are increasingly pursuing spirituality.Therefore,they pay more and more attention to education,and they tend to focus more on targeted teaching.For example,schools now generally divide students into points.Layers are divided into classes,and the classes are divided into key classes and ordinary classes.This practice of classifying key classes in classes has been increasingly promoted,and this status has become one of the hot topics in contemporary China’s teaching research and basic education practice.The division between key classes and ordinary classes will be considered unfair to students,but in fact,under the state of class teaching,due to individual differences,students in a class cannot be at the same level or learn The rhythm of the game is just like teamwork.Because fewer people can’t keep up with the pace of handling issues,it causes everyone to stop and wait for him.This makes the efficiency of team work affected.And mathematics is a discipline that emphasizes logical thinking and therefore needs Students’ comprehension ability is strong,but students’ thinking or understanding ability is different,so it is for all students.Under the education claim,it is necessary to embody the teaching principle of teaching students according to their aptitude in the education process.It can also be said that it is necessary to divide teaching between key classes and ordinary classes.This article will investigate the status quo of mathematics teaching in key classes and ordinary classes.The similarities and differences between key classes and ordinary classes were found to be so different that the effects achieved in teaching students in accordance with their aptitude were markedly different.Although the theory of classifying students into classes was isolated,there was a large gap between the level of educational education in developedregions and that of students.The current situation of mathematics teaching in local key classes and regular classes needs to be investigated in depth.In order to complete the topic of this paper,I mainly use the literature method,comparison method,interview method,classroom observation method and questionnaire survey method.Through the literature to discuss the related concepts of hierarchical placement,this is the theoretical basis;A questionnaire survey of several representative secondary school teachers and students in Yan’an City,Yan’an,and an analysis of the test papers to understand the status quo of hierarchical teaching in the region,discovered some problems and gave relevant suggestions.In part,it explores the status quo and countermeasures of hierarchical mathematics teaching in high schools.The first part is the introduction,which mainly discusses the research background,research contents and methods of research topics,and the significance of research;the second part is about domestic and foreign high schools.The study of hierarchical class teaching and the current teaching situation of the key class and common class in China are elaborated.The third part is to compare the analysis of key mathematics teaching cases with ordinary classes to obtain the teaching effect of key class and ordinary class.The fourth part deals with the hierarchical teaching of high school mathematics in the context of different high school key classes and general class teaching effects.The investigation of the status quo mainly includes the investigation of students and teachers in key classes and ordinary classes,as well as a comparative analysis of the survey results,so as to discover the existing problems.Finally,it is expected that some problems found in the investigation can improve the teaching quality of ordinary classes in schools.Better help.