In our daily study and work life, everyone has written a paper. By writing a thesis, you can improve your ability to comprehensively apply what you have learned. What papers have you seen? The following is my paper on the application of differential teaching in junior high school mathematics, which is for reference only and I hope it will help you.
Because of family, environment, intelligence, ability and other factors, junior high school students have obvious differentiation in mathematics learning, and the overall teaching method in traditional teaching has been difficult to meet the learning needs of students at different levels. Therefore, teachers should combine the actual needs of students, adopt differentiated teaching methods, and carry out differentiated teaching according to students' mathematics foundation and learning ability, so as to improve the efficiency of junior high school mathematics classroom teaching.
Keywords: junior high school; Mathematics discipline; Differentiated teaching; Grading mode;
With the further implementation of the concept of quality education, the education system pays more attention to the differences between students. Therefore, teachers should adopt differentiated teaching methods according to different students' learning needs, attach importance to "teaching students in accordance with their aptitude", and improve students' comprehensive learning ability on the basis of satisfying students. Differentiated teaching changes the old classroom model, advocates teachers to actively innovate in junior high school mathematics classroom, and then creates an efficient classroom in the new era.
First, the meaning of differential teaching
Because of the different growth environment and learning experience, students have significant differences in all aspects. Therefore, when using differentiated teaching methods, teachers should judge students' personality and ability, adopt targeted teaching methods, let students quickly enter the learning state, and find a suitable learning method, thus improving the efficiency of mathematics learning. In addition, in differentiated teaching, the roles of students and teachers have been exchanged, and teachers have broken the "spoon-feeding" teaching method in the traditional teaching concept, from leading the classroom to guiding and assisting students in teaching activities, so that students can give full play to their autonomy in the classroom. Therefore, in practical teaching, teachers should guide students to carry out learning activities according to their own interests and characteristics according to the growth characteristics and learning ability of different students, and set a new direction for students' growth goals [1]. It can be seen that the effective implementation of differential teaching in junior high school mathematics classroom can make students give full play to their dominant position in learning and exercise their autonomous learning ability.
Second, the application method of differential teaching in junior high school mathematics teaching
(A) teachers set different levels of teaching objectives in teaching.
Junior high school mathematics teaching can cultivate students' logical thinking ability, help students analyze and explore problems from a rational perspective, and play a very positive role in cultivating students' problem-solving ability. The core of differentiated teaching is to adopt different teaching methods according to students' different growth environment, hobbies and learning ability [2]. When teachers use differentiated teaching in junior high school mathematics classroom, they should design different teaching objectives according to students' actual situation and needs. When establishing teaching objectives, they should adopt the method of hierarchical setting for teaching. At the same time, teachers should set different levels of teaching objectives on the basis of differentiated teaching, which can run through the whole classroom or be fixed in specific chapters, and then set different teaching objectives according to students' different abilities, so as to urge students to complete their learning tasks in hierarchical teaching objectives, let students feel the joy of learning, and then establish learning confidence, stimulate students' interest in learning and improve the quality of junior high school mathematics teaching, thus giving full play to the role of differentiated teaching. In addition, teachers should pay attention to the span of teaching objectives when setting hierarchical teaching objectives, so as to fully mobilize the enthusiasm of students.
(2) Teachers set students in different levels in classroom teaching.
A more scientific hierarchical method is the premise of implementing differential teaching. Hierarchical distribution will directly affect the effect of hierarchical teaching. Teachers should do a good job in students' ideological work when stratifying students, and tell them the significance and function of stratified teaching according to their psychological characteristics to reduce their psychological burden. The difference of students' grades is an objective factor, and the purpose of hierarchical teaching is not to create superiority and inferiority, but to help students improve their learning ability in different ways, so that students can stimulate their potential with external forces, narrow the gap with others, and then optimize the whole class. Therefore, when teachers group students, they are required to choose the level suitable for them through self-assessment, analyze according to their own abilities, and make adjustments after obtaining the consent of students in combination with the actual situation, and announce the results of stratification in the class, so that students can clearly understand the purpose of differentiated stratification teaching and choose the level suitable for their own learning foundation, thus enhancing students' interest in learning mathematics.
(C) teachers in teaching students hierarchical guidance
Students will inevitably encounter difficulties and problems in the process of hierarchical learning. If students lack the effective guidance of teachers in hierarchical learning, many problems will arise, which will directly affect their learning effect and be detrimental to the progress of students' mathematics learning. Therefore, in view of this situation, in the process of differentiated teaching for students, teachers need to guide students in different levels, with the aim of helping students solve difficulties and improve learning efficiency. For example, teachers need to pay more attention to students in the basic stage. These students have a weak learning foundation, and there are many problems in the learning process, such as poor formula memory, unclear understanding of many mathematical concepts, incomplete mastery of mathematical knowledge and so on. In view of this situation, teachers need to start with students' practical problems. If students are confused about the concept, teachers need to explain it in a targeted way; If students don't have a solid memory of formulas, teachers need to focus on explaining formulas for them. In this way, students can solve problems quickly, master mathematics knowledge quickly and improve learning effect. Teachers also need to guide students with strong ability at this level. It doesn't mean that students with strong learning ability won't have problems, nor does it mean that such students can solve problems by themselves after encountering them. Teachers should also pay attention to it. Such students may encounter such problems when doing some high-altitude problems, go into the misunderstanding of thinking, and can't fully understand the high-altitude problems. At this time, teachers need to give them appropriate guidance, so that they can quickly break through the bottleneck and solve problems quickly. In short, hierarchical guidance for students can maximize the effect of students' mathematics learning and give full play to the advantages of differentiated teaching, thus escorting students' mathematics learning.
(D) Teachers set different levels of teaching evaluation in teaching.
With the deepening of the concept of quality education, teachers use differentiated teaching to carry out classroom activities in teaching. When evaluating students' academic performance and learning ability, they should change the evaluation method, break the limitation of measuring students' advantages and disadvantages with grades, and evaluate students in a rational way [3]. Students' ability to absorb and master knowledge in learning is different, which leads to their ability to use knowledge is also very different. When evaluating students, teachers should give up the unified measurement standard to evaluate students, and adopt the hierarchical evaluation method to make differentiated evaluation according to students' performance in hierarchical teaching, so as to ensure the scientific evaluation results and make differentiated teaching play a full role in junior high school mathematics classroom. Therefore, teachers can set different levels of teaching evaluation in teaching and combine it with students' comprehensive ability according to their learning level, which can encourage students to make continuous progress and promote their all-round development with a positive attitude.
(e) Teachers should assign homework at different levels in teaching.
The purpose of assigning homework in layers is to encourage students to fully consolidate and improve after class. If the teacher reserves unified homework for the students, it will lead to the mismatch between the homework completed by the students and their own abilities. Therefore, teachers need to assign homework to students at different levels, so as to meet the actual learning situation of students and ensure the effectiveness of students' mathematics learning. For example, for students in the basic stage, teachers can give them some homework to strengthen concepts and memorize formulas, further consolidate students' mathematical foundation, and enable students to study effectively on the basis of thoroughly understanding concepts and formulas, thus improving the efficiency of mathematics learning for such students. For some students with higher ability, teachers need to give them some high-level math homework, so that their thinking can be expanded, their math learning ability can be improved to a higher level, and at the same time, their math core literacy, their comprehensive ability and their math learning level can be improved rapidly. In a word, only by arranging students' homework at different levels can teachers put differentiated teaching into practice, thus promoting the overall improvement of students' mathematics learning level.
Third, matters needing attention in the application of differential teaching in junior high school mathematics teaching
In the process of applying differential teaching, teachers should pay attention to the following aspects. First of all, the premise for teachers to implement differentiated teaching is to explain the contents of teaching materials, and constantly demonstrate them to students, investigate students' understanding and explore various problems in the learning process. At the same time, it is difficult for teachers to solve all students' problems through a single answer, and students' acceptance ability is limited by their learning ability, which leads to the failure of teaching activities. In order to guide students to carry out learning activities, we should not only ensure that students' problems can be solved reasonably, but also change students' learning attitude towards mathematics. Through the scientific analysis of students, students are divided into different learning groups according to their acceptance, and targeted course teaching is carried out, thus effectively improving the quality of students' mathematics learning. Secondly, differentiated teaching is to divide students into different learning levels, so that students with different learning abilities can receive knowledge that conforms to their own abilities. Therefore, in the process of teaching, teachers need to tell students that differentiated teaching is not discrimination against students, nor is it differential treatment. It is very important for students to improve their learning efficiency, stop students from learning, and let students with strong learning ability conform to their own actual situation, so as to obtain good learning results. Thirdly, teachers need to consider students' hobbies in the process of implementing differentiated teaching, instead of layering for the sake of stratification, completely ignoring students' learning interests, which will seriously affect the efficiency of students' mathematics learning and adversely affect the development of students' mathematics learning. Teachers can conduct surveys among students to understand the learning interests of different students. For example, teachers have made a survey of students at the grassroots level and found that these students like doing things very much, operating very much, being lively and active, and having a strong desire to express themselves. For this kind of students, teachers can design some practical learning tasks for them, so that students can gain more learning experience, master mathematics knowledge quickly under the guidance of strong learning interest, improve their mathematics learning ability and promote the progress of their mathematics learning. Finally, teachers need to summarize the differentiated teaching, understand their own problems in the implementation process of differentiated teaching, and then combine the existing problems and adopt targeted solutions, so as to ensure the quality of students' mathematics learning, improve the implementation quality of differentiated teaching, and then promote the progress and continuous development of students' mathematics learning in the process of continuous improvement.
Four. conclusion
Differential teaching is to change from a new course to a background, and play its teaching role with the joint efforts of teachers and students. Teachers should actively correct students' mentality, cultivate students' autonomous learning ability, understand students' learning ability and hobbies according to their feedback information, and provide students with different learning methods. At the same time, teachers should adhere to the people-oriented teaching purpose and give full play to students' dominant position, so as to improve students' learning efficiency and make students' comprehensive ability develop in all directions.
Verb (abbreviation of verb) reference
Xu Xiangyu. Research on the Application of Differential Teaching in Junior Middle School Mathematics Teaching [J]. Curriculum Education Research, 20 19(36):5 1.
[2] Mao. Analysis on the Application of Differential Teaching in Junior High School Mathematics Teaching [J]. Basic Education Forum, 20 19(22):30.
[3] Zhou Gang. How to make better use of differential teaching methods in junior high school mathematics teaching [J]. Asia-Pacific Education, 20 19(5):33.
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