Research On Mathematics Differential Teaching In Rural Junior Middle Schools

In the modern education system,the rapid development of information technology has revolutionized the development of the times,promoted the renewal of educational concepts,changed the traditional teaching mode,and respected the differences of students.It has exerted a far-reaching influence on the teaching content and objectives,promoted the further improvement of the education system and realized the development of education.At present,in junior middle school mathematics teaching,the traditional teaching mode under the concept of exam-oriented education seriously affects the teaching effect,does not reflect the students'subjectivity,students' personality is ignored,and individual differences are erased.Achievement-only teaching concept does not meet the requirements of quality education and the long-term development of learning.The "no difference" teaching situation has led to the gradual loss of students' interest in mathematics learning and the difficulty of achieving teaching objectives.Based on the current situation,it is urgent to implement the difference of mathematics teaching in rural junior middle schools,at the same time,it is a necessary link for rural middle schools to implement the quality education and the new curriculum reform and development,and is an inevitable trend of basic education development in the information age.The first chapter analysises the background,purpose,significance,thought and method of differential teaching,by looking up the differential teaching materials what is related to at home and abroad,to understand the achievement we have made in mathmatics differential teaching in our country.The second chapter summarizes the concept of differential teaching and the differential teaching materials in the junior middle school.It in-depth analysises of constructivism theory,multiple intelligence theory,the theory of the zone of proximal development and Buddha lyden mittal's theory of "re-creation" in teaching of differences.The third chapter investigtes the differential teaching in school grade eight through the way of questionnaire and interview.I understand the problems when they use differential teaching of this school.The fourth chapter designs the preparation before class,teaching design,extension after class and the teaching case analysis,it builds the strategy of how to implement the mathematics differential teaching in the junior high school.Rural education develops slowly because it is restricted by econonmy,education concept and so on.The popularization of information technology is low,especially more serious that is with no respection for students' psychological development needs and no differentiation teaching phenomenon.This paper based on the mathematics differential teaching in countryside junior middle school,combined with the present situation of education in rural areas.It takes Sanhe Middle School in the city of Baicheng as the research object by using the method of documentary,investigation,observation and other research methods to study the the mathmatics differential teaching in the junior middle school.The results of the survey shows that the good result of the effective use of the mathmatics differential teaching in junior middle school,he specific performance as follows:First,the students' interest,enthusiasm and initiative in learning mathematics had increase obviously;Second,the students' grades of math have improved obviously;Third,there has been a big shift in teachers' teaching ideas and their professional skills and teaching efficiency improved significantly.