Investigation On The Current Situation And Strategy Improvement Of The Differential Teaching Of New Mathematics In High Schools

In the reform of China’s basic education curriculum,more and more attention is paid to students’ personalized education,focusing on exploring students’ potential and advantages,and providing students with education suitable for personal development.China’s "Mathematics Curriculum Standards for General High Schools(Revised in2020)" clarifies the positioning of general high school education and proposes to promote the comprehensive and individual development of students.How to enable each student to obtain personalized development is the focus of modern education research,so how teachers can effectively implement differentiated teaching strategies to promote students’ personalized development in new teaching is worth studying.Based on this,this paper summarizes the relevant differential teaching research of predecessors,focuses on the theme of differential teaching of new high school mathematics,deeply explores the current situation of differential teaching,analyzes its main problems,and then puts forward corresponding teaching reform strategies and conducts experimental research.In the research,this paper consults the literature of relevant differential teaching research,understands the research status and research results of differential teaching in the new teaching of high school mathematics,determines the research questions and research objects of this thesis,and uses questionnaire survey method,statistical analysis method and semi-structured interview method to investigate the current teaching status under the four dimensions of classroom organization,classroom questioning,individual guidance and teaching evaluation.Based on the current teaching situation,teachers did not consider the differences between students in the classroom organization dimension,did not implement a variety of different teaching methods under the classroom question dimension,did not face all students under the individual guidance dimension,and did not adopt differential teaching evaluation for students at different levels under the teaching evaluation dimension,and designed feasible differential teaching strategies from three aspects: before class,test questions of different difficulty levels were designed to test the differences between students.Based on this,different learning groups are divided,and teaching is carried out in various ways such as group inquiry,classification and extension;A variety of interchangeable teaching methods such as problem-based group teaching,personalized teaching and computer-aided teaching are adopted in the class,and different levels of classroom Q&A and classroom exercises are designed according to the cognitive structure of excellent students,excellent students and poor students.After class,students are provided with extracurricular reading of mathematics,supplementing the latest cutting-edge knowledge of mathematics or mathematical case exploration related to real life,arranging layered after-school homework according to students’ learning situation,and objectively evaluating students’ differences in combination with students’ self-evaluation,intra-group mutual evaluation,etc.,timely discovering students’ problems and potential,and taking corresponding teaching measures.Through the difference teaching experiment,whether the difference teaching strategy is effectively improved to improve the teaching effectiveness of teachers in the new teaching.This study combines the core literacy requirements of mathematics and the characteristics of mathematics disciplines,and adopts a combination of quantitative and qualitative research methods to explore the new teaching strategies of mathematics in high schools,which is an innovation and supplement to the current classroom teaching inquiry methods.The implementation effects and shortcomings of differentiated teaching strategies are summarized from the perspectives of four basic and four energy goals,core literacy goals,mathematical spirit and cultural goals,so as to lay a foundation for further optimizing differentiated teaching strategies.