First, establish a harmonious relationship between teachers and students and treat every student equally.
The traditional teaching concept holds that teachers are the protagonists of teaching activities. Teachers dominate the process of classroom teaching and completely dominate and control the development of students, while students are completely passive in teaching activities and can only blindly accept knowledge. This teaching mode makes teachers' status too lofty, which seriously inhibits students' personality development, solidifies students' thinking mode and hinders students' thinking development. Under the advocacy of the new curriculum reform, the traditional teaching mode can no longer adapt to the development of modern education. The new curriculum concept points out that teachers should change their teaching concept, change their position in teaching activities, be the guide and organizer of teaching activities, put students in the main position of teaching activities and give full play to their subjective initiative. Teachers should establish equal, harmonious and democratic teacher-student relationship with students and be intimate friends of students. "Be close to the teacher and believe in his way", and establish a harmonious teacher-student relationship between teachers and students will make students willing to learn what they teach. Moreover, teachers can stimulate students' interest in learning through words and deeds and effectively mobilize students' enthusiasm. In classroom teaching, teachers should evaluate and encourage students' answers in time. Even when students' answers are inaccurate or incomplete, teachers should not blame them, but should give them reasonable help. When students encounter difficulties, teachers should guide them correctly, encourage them to think boldly, help them build up their self-confidence, and make boring math classes lively and interesting in cooperative inquiry.
Second, different teaching methods should be adopted according to different situations of students to improve teaching efficiency.
There are differences among students, so teachers should pay more attention to the differences among students in teaching and carry out teaching activities scientifically and reasonably. Mathematics teachers should pay attention to the differences between students, tap the bright spots of each student according to their differences, and take different measures to let students give full play to their advantages and characteristics. The new curriculum reform of mathematics points out that "everyone should learn valuable mathematics, everyone should get necessary development, and different people should get different development in mathematics". In order to make every student participate in the teaching activities, teachers should carefully prepare, reasonably arrange and create various effective situations to guide students to "move" in class. When designing classroom teaching, teachers should take care of the development of students at different levels. Teachers can implement the guided teaching method, which requires students not only to learn knowledge through their own efforts, but also to explore and think for themselves, and to improve students through exercise. For students who are conservative and hardworking, teachers should pay attention to the development of students' innovative thinking when designing questions, so that students can improve their innovative thinking ability through exploration. For extroverted and lively students, teachers should pay attention to the development of their personality when designing questions, encourage students to think about problems in the way of group interaction and cooperative inquiry, and let students feel the fun of learning in group activities. For some students with poor grades, teachers should properly design some simple questions, so that students can feel the joy of success in the learning process, stimulate their enthusiasm for learning, and help them establish confidence in learning mathematics. In this way, students at all levels can find their own value in math class. This is very helpful to improve students' learning enthusiasm and classroom effect.
Thirdly, according to the differences of classroom learning activities, reasonable collocation can improve the efficiency of activities.
The new curriculum reform of mathematics puts forward the mode of group cooperative learning, and points out that teachers should let students communicate with each other, explore together and improve their ability in group cooperative communication. Mathematics teachers should pay attention to the reasonable distribution of students with differences in the process of establishing study groups, so that students at all levels can be promoted in communication. When establishing a study group, teachers can divide the students in the group into three levels: upper, middle and lower, and each group adopts this grouping method for distribution. Before the start of teaching activities, teachers can set up topics, let the study group discuss and study independently, initially form learning goals and directions, let students explore each other in the exchange of different thinking, and form different thoughts and feelings, and then take these problems seriously in classroom teaching and summarize them under the guidance of teachers. In group cooperative learning, teachers can reasonably guide students to communicate and interact according to the different levels of students in the group, give full play to the advantages of higher-level students, and enable them to drive other students in the group to learn, so as to achieve the effect of mutual complementarity, mutual promotion and common progress.
Fourth, carry out multiple evaluations for different students.
Mathematics teachers should treat the differences between students scientifically and reasonably, respect the differences between students, treat the differences between students with a scientific attitude and treat them as a resource to develop correctly. Mathematics teachers should give different evaluations according to the differences between students. The theory of multiple intelligences points out that there are no so-called "poor students" in schools, and every student is unique and excellent. Teachers should respect and attach importance to the differences among students, and adopt diversified evaluation contents and multi-level and multi-angle evaluation methods. Especially for students with poor learning level, teachers should adopt scientific and reasonable evaluation methods to establish students' confidence in the evaluation process. In teaching practice, teachers can also explore new evaluation indicators and methods in other aspects, so that students can be fully affirmed in more aspects, and constantly tap more bright spots in students, so that students can be more affirmed in math classes and help students build confidence.
In short, the majority of math teachers should correctly treat the personality differences among students, treat them as a kind of resource to develop effectively, and pay attention to cultivating students' abilities in all aspects, so that every student can show himself in math class and improve his abilities.