Comparative Study Of High School Mathematics Class Teaching Based On Lesson With Heterogeneous

The continuous advancement of the basic education curriculum reform has put forward higher requirements for teachers' teaching ability.Teachers are required to keep up with the times,continue to study,and strive to improve their teaching quality.To improve the teaching level of teachers,we should provide an effective and convenient communication platform for the Lesson with Heterogeneous means that teachers follow their own teaching experience and teaching style,follow scientific teaching rules,make extensive use of the school's existing teaching resources and teaching environment,design different teaching ideas,and continuously optimize teaching ideas based on their teaching experience,,and put them into practices.Lesson with Heterogeneous is an effective way to optimize teaching activities and encourage the teachers to improve their proficiency in teaching.Lesson with Heterogeneous is paid more and more attention to in our country,it is also a hot topic of education research.In order to explore strategies for optimizing high school mathematics teaching and provide effective suggestions for high school mathematics teaching,a comparative study on Lesson with Heterogeneous in mathematics classroom teaching in high school is conducted.The horizontal comparison of two lessons with two teachers of the same content and the vertical comparison of two courses of the same content with the same teacher are research ideas.By collecting classroom case records for comparative analysis,and using methods such as course evaluation scales,interviews and surveys,we compare the various aspects of teaching from the three dimensions of instructional design,instructional implementation,and instructional effect.It aims to analyze the main factors that affect the teaching effect of high school mathematics concepts and make corresponding teaching suggestions.In this study,through the horizontal comparative analysis of high school mathematics concept teaching,we learned that the teaching process,the guidance of learning activities,teaching wit and the professional qualities of teachers have significantly affected the effect of teaching implementation.Through the vertical comparison of concept teaching,the analysis found that optimizing the design of the teacher's "question string" significantly improved the effect of mathematics classroom teaching.Based on this,several suggestions for mathematics classroom teaching in high school are put forward: Teachers should give full play to their subjective initiative and be active in the process of preparing,grinding and after-class reflection.Adopting the teacher's suggestions to improve their academic qualities,professional level and innovative ability.In the teaching design process,with the purpose of improving teaching effects,formulate reasonable teaching goals,find a direction for classroom teaching,and focus on teaching goals and students' learning,choose high-quality teaching content;choose the appropriate teaching organization form according to the teaching objectives,teaching content and student characteristics for the purpose of improving student participation;optimize teaching evaluation for the purpose of strengthening students' learning motivation.