The Cause Analysis And Countermeasure Research Of "Echelon Differentiation" In Junior High School Mathematics

The total number of junior high school mathematics knowledge has increased dramatically.Many students can not adapt to junior high school mathematics learning and are divided into different stages of "gradient differentiation".These students lack interest and confidence in mathematics learning,because they are afraid of mathematics,leading to mathematics performance lagging behind.With the rise of junior high school section,more and more students are divided into different grades.In teaching,we need to adopt effective strategies to prevent and control the generation of students with different grades.Effective transformation of students with different grades is of great significance to promoting quality education and improving the quality of mathematics teaching.This study focuses on the analysis of the unsatisfactory students in the "gradient differentiation" of mathematics achievement,creating a good learning atmosphere and purifying learning environment for them,developing the learning potential of the"gradient differentiation"students from the dimension of non-intellectual factors,stimulating learning motivation,arousing learning interest,improving learning willingness,cultivating learning enthusiasm,and then forming good learning habits to promote effective learning.Xi.At the same time,we should cultivate students' self-esteem,self-confidence and self-improvement to alleviate the phenomenon of negative polarization.To provide the junior middle school mathematics teachers with measures to improve the"gradient differentiation"of students' mathematics learning,to deal with the teaching content of the"gradient differentiation"students,to supplement the effective strategies of classroom teaching,and to explore a new model of"guiding learning and exploring"mathematics classroom teaching.The research methods include literature,questionnaire,case study and observation.Four monographs are read.Eighteen domestic journals,eight master's papers and three foreign related papers are collated,analyzed and studied by China Knowledge Network.Questionnaires were conducted to investigate the non-intellectual barrier factors of "step differentiation" in junior middle school students'mathematics,including the impacts of interest disorder,affective disorder,willpower disorder,learning attitude and learning skill disorder,the impacts of work-oriented and non-work-oriented on "step differentiation" and attributive barriers to "step differentiation" in learning.Case study of some representative students,put forward effective transformation of junior high school mathematics"ladder differentiation"method.Through the research,it is found that the main reasons for the formation of"ladder differentiation"in junior high school mathematics are:the influence of exam-oriented education,one-sided pursuit of higher education rate;the characteristics of junior high school mathematics subject and textbook factors;the high requirements of junior high school mathematics teaching;the differences of junior high school students themselves;the influence of teachers'personal factors,family factors and social factors.The main strategies to change the phenomenon of"ladder differentiation"of junior middle school students' mathematics are:compiling"guided learning plan"of mathematics teaching to improve students' learning style;optimizing teachers'teaching design ideas and teaching behavior;integrating classroom teaching process with multimedia information technology;constructing evaluation hierarchy by using the new model of"guided learning and inquiry"of mathematics classroom teaching.