Research On Mathematical Stratified Class-Selection Teaching

The mathematics stratified walking class teaching is based on the grade level.The teacher combines the existing knowledge,ability level and potential tendency of the students in the mathematics discipline,and combines the student's "self-selection" to gather the student groups with similar cognitive levels.Different levels of classes to learn,and propose different teaching objectives and requirements at different levels,truly present the problem itself to students,let students actively explore and discover,ensure that students become masters of learning,and thus promote students'development on a large scale.This paper selects the teaching reform of mathematics stratification in Suzhou Jingfan Middle School as a case study.First of all,this paper introduces the theory of"teaching students according to their aptitude",the theory of multiple intelligences,the theory of recent development zones,and the theory of mastery of learning.It analyzes the feasibility of implementing stratirled class—selection in the junior high school and provides theoretical support for the next research.Secondly,using literature research method,questionnaire survey method,interview method and classroom observation method,this paper expounds the method and intention of implementation of mathematics stratification in Jingfan Middle School from four aspects:the intention of stratified class—selection teaching,teaching strategy,teaching management and teaching evaluation.The teaching intention of the stratified class—selection in Jingfan Middle School is that the teacher's teaching should adapt to the students' learning.The students are different,and the teachings must be different.In the teaching,a kind of students are formed in the teaching.The mechanism of the advancement is divided into the following parts:organizational mobilization(target integration,student,parent,teacher identification),psychological education,level selection,class preparation,and teaching plan formulation.The implementation of stratified class—selection teaching has also brought brilliant achievements to Jingfan Middle School,which is embodied in the following three aspects:for students,it shows the main status of students,and promotes the improvement of students' comprehensive ability to the greatest extent and comprehensive development.Providing a broader space for the development of individual teachers and subject teams;enabling schools to sustain long-term development.Through the investigation of students,teachers and classroom teaching process,this paper combines the research results to analyze some problems and causes in the implementation of stratified class—selection teaching in Jingfan Middle School.The problems in the implementation of the stratified walking teaching in Jingfan Middle School are as follows:1.The students' psychological impact is adversely affected;2.The class management difficulty increases;3.The A-level minority students interact with each other;4.The stratified teachers' teaching workload Increase.Through the analysis of the above problems,this paper proposes the following corresponding countermeasures and suggestions:(1)Pay attention to students and strengthen class management,and build excellent class collectives:from three aspects,it is to pay attention to students' psychological changes,eliminate psychological doubts,and strengthen teacher-student communication.Attach importance to class style,study style construction,cultivate students' self-management ability;set up the management framework of "three in one" for class teachers,class teachers and department representatives;(2)carefully classify the levels,improve the replenishment and improve the confidence of each student;(3)improve Evaluation system,teachers collectively cooperate to build excellent teaching and research teams.