Research On Mathematical Hierarchical Teaching Strategies In Art Secondary Vocational Schools

Due to the continuous enrichment of China's social education resources and the growing demand for education,the people's requirements for the quality of education are increasing simultaneously.Recently,in order to adapt to the people's growing spiritual and cultural needs,art-based secondary school examinations have become more and more popular,but the quality of art-based secondary school students is obviously uneven,which has led to more problems in traditional teaching methods.If there is still cultivate students with inherent teaching methods,we neither meet the requirements of quality education in China,nor adapt to the diverse and innovative personality development of art students.Based on the characteristics of layered teaching,that is,trying to design different teaching contents with different levels of students' knowledge and learning ability in order to meet the recent development areas of students' ability preferably,so that each student can get the maximize development at his own level.This is also show a spirit of teaching under the new curriculum reform.This research mainly use literature survey method and statistical analysis.Based on the other scholars' mathematics stratification teaching in junior high school,general high school and secondary school,it is rarely to made the mathematics layering teaching further extended to art middle school.Through thinking about the stratified teaching literature in domestic and foreign combined with my teaching practice,I was used some predecessors and some innovative stratified teaching strategies,and discussed the situation of stratified teaching in the art class.In the cases,the ideas,standards,strategies,and implementation process of layered teaching are expounded,and the Minitab software is also used to compare and analyze the experimental results.At the same time,the changes in mathematics learning interest and attitude are also carried out.With a simple analysis,I hope to explore a layered strategy suitable for art secondary school mathematics teaching,and develop students' potential,cultivate students' interest in mathematics,and meet the development needs of art secondary school students.There is only my practice has proved that high school mathematics stratified teaching is implemented in the art class with abnormally weak foundations,and there is no significant difference in scores.However,in terms of learning interest andattitude,the experimental class is slightly better than the control class.Finally,I personally think that in an art school with an extremely weak mathematical foundation,and if you want to achieve better results in layered teaching,basically they need to meet the following three basic conditions.First,teachers should have rich teaching experience,management experience or experience in layered teaching are instructed.Second,the students' attitude towards learning should relatively correct,and some students should have a certain foundation.Third,the school attaches importance to cultural classes to a certain extent and the school has a certain learning atmosphere.