How to Develop Hierarchical Teaching Design of Mathematics

How to design the hierarchical teaching of mathematics? Hierarchical teaching has established a good relationship between teachers and students. In the discussion of mathematics learning, teachers and students respect each other, learn from each other and trust each other. In the process of exploring problems together, students' enthusiasm and initiative are generally improved. Today, Park Shin-bian Xiao brings you math teaching methods.

1. Stratification of class students

To strengthen the implementation of hierarchical teaching in junior high school mathematics teaching, mathematics teachers need to group the students in the class first. Especially at the beginning of each semester, teachers can understand students' mastery level of mathematics knowledge through comprehensive tests, and then understand students' ability to accept new knowledge, personality hobbies, personality characteristics and so on through investigation and exchange. Through various tests, teachers can effectively stratify students. In daily teaching, teachers should also conduct in-depth observation of students, and integrate the test results of students to divide students into three grades: basic, medium and excellent. Students in the basic stage lack basic knowledge of mathematics and their ability to accept new knowledge is poor. Middle-level students have certain reversibility and a certain mathematical foundation. Excellent students have a good foundation of mathematical knowledge and can quickly accept new mathematical knowledge. It is worth noting that teachers should consider students' psychological feelings when grouping students. It is necessary to inform students that such grouping has nothing to do with their personality, but only to motivate them to make progress. When students achieve self-improvement through their own efforts, teachers should adjust students' level in time to promote their competitive progress. Grouping students is the first step to implement hierarchical teaching and the basis to improve teaching quality.

2. Pay attention to the stratification of mathematics teaching process.

In junior high school mathematics teaching activities, teachers should treat students at different levels with different teaching methods. Excellent students can quickly accept new knowledge and have certain autonomous learning ability. Teachers can guide them, let students play their subjective initiative, explore new mathematical knowledge and form students' mathematical thinking. For students with intermediate level, teachers should play their guiding role, find out the difficulties in students' study and give targeted suggestions. Teachers should ask more questions to middle-level students, let them become active members in the classroom, improve their interest in mathematics learning, and thus have higher learning autonomy. However, students in the basic stage are more dependent on teachers because of their lack of basic ability. Teachers should help students in the basic stage, urge them to complete their learning tasks and strengthen supervision.

3. Strengthen the stratification of teaching test.

It is unfair to use unified examination to test whether students have made progress after hierarchical learning. Let students achieve their own progress through hierarchical testing, which will greatly stimulate junior high school students' enthusiasm for learning mathematics and promote students to find a breakthrough in self-improvement. Teachers can check students regularly, either once a week or once a month. After completing the test, teachers should carefully compare the differences between students before and after. For students who have made great progress, teachers should praise them, let them find a sense of accomplishment in mathematics learning, and make adjustments according to specific conditions. For students who are not optimistic, the teacher should call the students to the office, and the students can communicate individually to help them find problems and inspire them to make persistent efforts. Hierarchical detection makes junior high school mathematics teaching more fair and students' learning results more objective.

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Hierarchical instructional design I

Prepare lessons at different levels to achieve effective presupposition.

Preparing lessons at different levels is the premise of forming an efficient classroom. Effective lesson preparation should be good at starting from students and creating a layered design atmosphere from teaching objectives, teaching contents and teaching steps. Students at different levels have different learning requirements. Because of the difference of each student's learning efficiency and understanding ability, different qualitative requirements must be established in class questioning and example explanation when preparing lessons.

For example, after the teaching example 1 of Judgment of Parallelogram (I), students on the third floor are required not only to prove the correctness, but also to add conditions to solve variant training questions, such as: "Is the quadrilateral formed by taking the midpoint of four sides of a parallelogram and connecting them in turn a parallelogram?" Students on the second floor should be able to solve a slightly more difficult intermediate problem, such as "Is the quadrilateral formed by the bisector of a parallelogram a parallelogram?" For students on the first floor, as long as they can solve basic questions, such as "Is the quadrilateral composed of bisectors of two diagonal corners and the other two sides of a parallelogram a parallelogram?" In short, we should face all students, take care of differences, and let the students on the third floor "eat enough."

Practice in layers to achieve effective generation.

Practice skillfully with "layered test card" The "layered examination card" closely revolves around the new syllabus and combines the progress of each class. Each card has three main types of problems. The first kind of questions-the basic knowledge that all students should master according to the main points of knowledge learned that day; The second question type-reflecting the requirements of the basic skills of the knowledge learned that day, testing the organic combination of the old and new knowledge structures of students, enabling students to overcome partial one-sided understanding and find the internal connection of the whole knowledge, enabling students to grasp the essence of the whole knowledge through their own "enlightenment", understand its laws and essence, and incorporate it into their own cognitive structure in a concise form; The third type of question-focusing on the detection of ability, makes students' cognitive structure constantly break through the old model in information exchange and dynamic balance.

To establish a new cognitive structure, so as to enhance the function of cognitive structure and improve the level of thinking, mainly for upper-middle level students, according to the above characteristics of the layered test card, I explored a set of effective methods through five years of practical activities, and applied them in time according to the teaching content and the characteristics of the layered test card itself. If we just regard it as a fixed model, show it blindly after class and treat it as a general exercise, it will lose its real value and make students feel bored.

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Hierarchical teaching design II

Ask questions in layers. The success of a class depends on whether students' enthusiasm for learning can be mobilized and whether students at different levels can get the greatest gains. Therefore, in the implementation of hierarchical teaching, C and B students answer basic questions first, and A students answer logical and difficult questions, which can make the questions universal and targeted. In addition, teachers can ask low-level students first to see if they can answer, and then ask high-level students, which can stimulate competition at all levels, enhance their self-confidence and stimulate their interest in learning mathematics.

Practice in layers. Hierarchical practice is to choose different levels of practice according to the characteristics of students' level, so that all students can consolidate what they have learned and broaden their thinking. Hierarchical exercises include: a imitation exercises are generally the direct application of concepts, laws, theorems and other knowledge in classroom teaching, and students can get answers through textbook content and examples, which is a relatively simple exercise; This kind of exercise needs all students to understand; B comprehension exercises This kind of exercises generally require students to "process" knowledge on the basis of understanding knowledge, require A and B students to be able to answer, and encourage C students to try to answer; C Inquiry exercise This kind of exercise requires students to "deeply process" what they have learned, has good comprehensive ability, trains the flexibility and development of students' thinking, and requires A-level students to make correct answers. Encourage and praise those students who boldly study "higher-level topics", so that they can feel the joy of success, further enhance their self-confidence in learning and improve their interest in learning; So as to achieve the goal of "everyone can get the necessary mathematics, and different people can get different development in mathematics".

Grading operation. As there are students of different levels in a class, as a teacher, we should assign homework according to the actual level of students. If homework is not properly arranged, it will increase students' burden and plagiarism. Therefore, homework must be arranged at different levels, and different requirements are put forward for students at different levels, which not only ensures the effect of homework, but also improves the ability of students at different levels.

Graded evaluation. Examination is a means for teachers to evaluate their own teaching and has the function of testing. Teachers should change their ideas and evaluate students at different levels. As long as the students of Grade B and Grade C reach the goal of hierarchical teaching, teachers should give them excellent evaluation or reward, which will greatly stimulate the learning enthusiasm of Grade B and Grade C students and encourage them to work hard at a higher level.

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Hierarchical teaching design 3

1. Understand the differences and make a reasonable stratification for students.

Through observing students, questionnaires, knowledge tests and individual psychological counseling conversations, we can fully understand the individual differences of each student, comprehensively consider each student's original level, learning ability and learning attitude, and grasp the basic situation of the whole class. According to a certain proportion, students are divided into three different levels: A, B and C. Students with good academic performance, strong interest in learning, active learning and fast acceptance belong to layer A; Students with moderate academic performance, unstable learning mood or average ability and diligent study belong to layer B; Students with poor academic performance, great learning difficulties, negative weariness or naughty refusal to learn belong to layer C, with a ratio of 1: 2: 1. After stratification, give psychological counseling to students, so that they can understand that this is dynamic stratification and can be adjusted at any time. With the change of students' learning, their level will be adjusted accordingly. And encourage students of C to strive to develop to B, students of B to develop to A, and A to develop to a higher goal. Create a positive learning atmosphere.

Step 2 prepare lessons in layers

Preparing lessons at different levels is the key to do a good job in hierarchical teaching. According to the actual situation of students at different levels, teaching students in accordance with their aptitude and designing the whole process of hierarchical teaching. Students of different levels can put forward different requirements from the depth and breadth of knowledge, the speed of accepting new knowledge and the intensity of practice and application. For example, the goal of A-level students is to solve flexible and difficult problems, requiring students to deeply understand basic knowledge, flexibly use knowledge, cultivate students' creativity and innovative spirit, and develop students' personality and specialty; The goal of B-level students is to solve some difficult problems, which requires students to master basic knowledge skillfully, use basic methods flexibly and develop their understanding and thinking ability. Give more guidance to C-level students. The design questions can be simpler and the gradient slower. You can master the main knowledge, learn basic methods and cultivate basic abilities. Teaching objectives at all levels should be achieved by students at all levels through hard work, so as to mobilize the enthusiasm of students at all levels and give full play to students' main role in teaching. Carefully design lesson plans to be clear and logical; Must be focused and difficult to break through; We must take a clear-cut stand and make a natural transition.

3. Stratification of classroom teaching

A very important part of hierarchical teaching is to teach students at different levels. Due to the limitation of objective conditions, it is impossible to teach different groups of students in different classrooms in the same class. Therefore, how to carry out classroom teaching is a problem. The method I adopt is that each link is layered separately, and different problems and schemes are designed for students at different levels.