| Under the social background of continuing to deepen education reform,attaching importance to students ’ differences is an important guarantee to improve the quality of mathematics classroom teaching.At present,most high schools are still large class teaching system for the teaching system,indiscriminate teaching objectives,classroom organization and assessment to require students with a variety of differences,resulting in greatly reduced classroom teaching.How to grasp the differences of students in advance,and fully reflect the differences in every stage of mathematics classroom teaching,this paper for high school mathematics ’ differences+ cooperation ’ teaching model conducted in-depth research.In the early stage of the study,this paper conducted personal interviews with some teachers and students in our school.Through the analysis of the results,it is found that our teachers know little about the detailed operation of the ’ difference +cooperation ’ teaching mode,and further put forward the necessity of studying the ’difference + cooperation ’ teaching mode.In the research stage,this paper puts forward the specific operation strategies of ’difference + cooperation ’ teaching in three aspects : pre-class preparation stage-in-class strategy implementation stage-after-class assessment and evaluation stage,including students ’ difference diagnosis,setting of cooperation mode,stratification of teaching objectives,selection of teaching content,and strategy of after-class evaluation mode.At the same time,it gives the specific steps of three different types of high school mathematics-situation concept class,operation inquiry class and Internet review class.Then,through the actual operation of the above strategies,the experimental class and the control class were set up,and a one-semester experimental study was carried out.Finally,with the help of the independence T test,classroom observation,personal interview and log tracking of SPASS18.0 software,the pre-test and post-test surveys were conducted on the aspects of learning attitude,academic performance,and comparison of answers.It was found that the students in the experimental class had different degrees of changes in both learning and personalized training after the implementation of differential cooperative teaching. |
