B students can master basic knowledge and skills, think independently and have the ability to analyze and solve problems. Students such as C master the most basic knowledge of teaching materials and have the preliminary skills to basically complete classroom teaching and learning tasks. Class: Ask questions in class to keep abreast of students' mastery. Whoever asks questions first must have certain skills. According to the difficulty of the content of that class, let the students with good grades or poor grades answer first. It is best that students of different levels in a class can call. Or we can learn about the students' mastery through the patrol during class practice. Classroom exercises are generally designed from easy to difficult, so that we can know how students of different levels master them, and then we can know how the next exercise consolidation class should meet the different needs of different students. Most teachers believe that in class, students at different levels in the class have different requirements. Students with poor ability only need to master the basic knowledge in textbooks, and different students learn different mathematics. In the new teaching, we should pay more attention to poor students. If they have mastered it, generally speaking, students in middle schools have mastered it. Pay more attention to him when practicing patrol, and know his mastery in time through simple questions. For some top students, just don't think that they have good grades, but pay more attention to the cultivation of good study habits and learning attitudes. Some students think that they will not attend class, and even disturb the class. This is absolutely not allowed. Even if they know everything, they don't want to do whatever they want in class. Even if they understand, they should listen carefully. They should respect teachers and other students. Moreover, many times he called the topic too simple and didn't really fully understand it himself. At this time, you can ask some challenging questions, give him a blow and make him realize that what he knows is nothing at all. There are many things to learn with an open mind. It's arrogant not to know a little. If he has a correct learning attitude, he can do the problem by himself (provided that he can't interfere with other students) or negotiate with him privately. If he can do all the exercises in the book well, when other students are doing exercises, he will think about multiple solutions to one problem or variations of the topic, show it to the teacher after class, and then introduce it to the whole class himself. Some teachers reported that their students got good grades. Generally speaking, they are students with good study habits and attitudes. After class: Understand students' mastery of different levels through their homework, and then design targeted exercises in the next practice class to consolidate. From the practice of front-line teachers, we can see that teachers all admit that the differences between individual students exist objectively, and strive to admit, respect, attach importance to and face up to the differences. However, front-line teachers generally only classify students into excellent, medium and inferior grades according to their grades, while teaching students in accordance with their aptitude is to adopt different educational methods and requirements according to their individual differences, so that each student can get the best development on the original basis. "Rich" here refers to students' individual characteristics or individual differences, including differences in intelligence, personality, interest and motivation, as well as differences in students' ways and learning styles. First, understand the students' personality, and understand whether students are introverted or extroverted through personality tests. Introverted students are generally depressed and afraid to express themselves, so teachers should give these students more opportunities and encourage them to express themselves boldly in class. When working in a group, we should not only consider the collocation of students' grades, but also consider students' personalities. The same group should have students with different personalities, so that different students can learn from each other and improve together. Second, determine the advantages of students' left and right brain functions. It can be judged directly according to the hand shape judgment diagram, or it can be judged by the ruler method. The right brain is in charge of perceptual and intuitive thinking, without the participation of language, such as "music", "art" and "three-dimensional sense". The left brain is an abstract and generalized thinking, and it must be responsible for "speaking", "writing", "calculating" and "analyzing" with the help of symbolic systems such as language. The traditional mathematics teaching emphasizes the cultivation of abstract logical thinking ability, which is not conducive to students with right brain advantage. How should mathematics education help students with right brain advantage to learn? We can help students understand memory by 1 aloud, because the processing of sound and rhythm is mainly the function of the right brain, and loud speech stimulation can strengthen the right brain's participation in speech activities. 2. Music enters a quiet mind. When students do exercises, using light music, psychological suggestion or meditation can make the body and mind quiet, thus inducing the right brain to be active. 3. Intuitive image association method: information that needs to enter the right brain through the left brain can be directly memorized in the right brain from the beginning through intuitive teaching AIDS, pictures or mind maps. 4. Situational teaching. Understand students' information channel preferences. There are seven information channels leading to the brain: vision, hearing, taste, touch, smell, kinesthetic and internal vision. The learning methods can be summarized as: 1, kinesthetic learning. 2. Visual learning. 3. Auditory learning. The research shows that most primary and middle school students have high learning efficiency in sports, while most adults have visual preference in learning. But this is not absolute. Teachers can measure the students in the class through three main information channels, so as to understand the preferences of most students in the class. For example, most students in the class have a preference for kinesthetics, so teachers should give more opportunities to operate in math class and "learn by doing". While most visual preferences, can focus on the use of pictures, movies and television for teaching. However, auditory learners like to receive information orally by teaching others, discussing between teachers and students, and listening to tapes. However, this learning method accepts information in a sequential way, and cannot directly grasp the relationship between learning materials like visual learners. Therefore, we should try to make the accepted content appear repeatedly in our minds, so as to achieve the effect of long-term memory. Therefore, mathematics classroom teaching should focus on one way and pay equal attention to many ways, and try to mobilize all seven main channels, which will improve the efficiency several times. Fourth, understand the advantages and disadvantages of students' multiple intelligences. Multiple intelligences include verbal intelligence, logical mathematics intelligence, visual space intelligence, limb kinesthetic intelligence, musical intelligence, interpersonal intelligence, introspection intelligence and natural observer intelligence. We can judge the strength of students' intelligence through the combination of many intelligence tests and observation, use students' strengths to promote learning in other fields, and strengthen training and practice in view of some weaknesses of students. For example, some students like painting very much and have strong "visual/spatial intelligence", but their math scores are not ideal. At this time, the teacher should give full play to his strengths, encourage him to draw three-dimensional exquisite figures when learning geometric figures, and then show them to the whole class. Let him see his own advantages, thus stimulating his interest in mathematics and helping to improve his grades. 5. Understand students' learning style. Learning style is a kind of learning style and tendency with distinct personality, which is manifested in learning activities. Generally speaking, there are four types of learning styles: 1. Impulse and meditation. 2. Long-dependent type and long-independent type. 3 Convergence and divergence. 4. pluralism. For example, impulsive students may be quick, flexible and dare to express their ideas in math class, but they are also prone to mistakes. Moreover, in class, they often speak their own ideas when others are still thinking, which affects the thinking process of other students. At this time, the teacher must guide this type of students to learn from the contemplative students while affirming their sensitivity, and then carefully scrutinize the answers after getting along with them to ensure accuracy. On the contrary, students who are good at meditation should be encouraged to express themselves.