1, student stratification: I found that the knowledge in primary school math textbooks is a piece of cake for the students in the class 1/4, and they simply don't care about the teacher's endless explanations; About14 students can fully master new knowledge through self-study; About 1/4 students can successfully master new knowledge on the basis of self-study. At most, only about 1/4 students have some difficulties in accepting new knowledge. Let's call these students "students with learning difficulties" for the time being. In view of the above findings, according to students' basic knowledge of mathematics, learning ability, interest and intelligence, I divide students into four levels. Before math class, students at all levels sit in their study groups with math books, exercise books, stationery and other school supplies. Of course, not every class is like this. If there is no need for hierarchical teaching, students should be told in advance to sit in their natural seats.
2. Hierarchical teaching: When preparing lessons, I will consider the acceptability of students at different levels, set different learning goals and assign different learning tasks for the same teaching content. In general, when teaching at different levels, students in study group 1 and study group 2 should teach themselves the Protestant content 15 minutes before 15 minutes, and then try, practice and practice the corresponding exercises in the textbook. After finishing, they will communicate quietly at the same table and correct each other's homework. At the same time, the teachers teach new courses to the students in study groups 3 and 4. Next, it takes 10 minutes to finish the exercises for the students in study groups 3 and 4. Teachers use this time to listen to the questions of students in 1 2 study group, and learn about their self-study by asking questions. In the last fifteen minutes, the teacher arranged some open and difficult exercises for the students in the first and second study groups respectively. Teachers check the exercises of the students in the third and fourth study groups, give corresponding guidance, and then arrange some exercises for the students in the third study group, while teachers give key guidance to the students in the fourth study group and complete simple exercises. Every weekend, every student should make a very short written summary of this week's mathematics study in the exercise book after class, or summarize his learning attitude and achievements, or introduce the experience, methods and emotional experiences formed in the process of mathematics study, or raise doubts in the learning process, or put forward teaching suggestions and requirements for teachers. In this way, teachers can know students' learning information in time, answer students' questions in writing, communicate with students in writing, strengthen the understanding between teachers and students, and adjust their teaching strategies in time by adopting students' reasonable suggestions. At the beginning of each month, teachers readjust students' grouping according to their academic achievements last month, so as to motivate students with good learning attitude and obvious progress and students with low awareness and backward learning, and make them feel that only through hard work can they be improved and recognized by others.
3. Hierarchical practice: Due to the large number of classes, students' mathematical knowledge and learning ability are very different, and the number of students with learning difficulties is relatively large. Therefore, teachers generally spend most of their time on "students with learning difficulties" in class, ignoring most of the "excellent students" and "ordinary students"; , so that they lost their interest in learning mathematics and opportunities for development in the "neglected" and "simple and boring" mathematics learning. To this end, in addition to arranging after-class exercises every day, our class has also opened up a new column at the suggestion of students: "Challenge to add points", focusing on improving students' interest, knowledge level and ability in learning mathematics. The specific methods are as follows: a. Every day, teachers give them 1 ~ 3 difficult or interesting topics, and give them hierarchical counseling: in classroom teaching, I find that students in Grade One and Grade Two can "learn by themselves" on the same learning content without group study, so in class, they have nothing to do after completing their learning tasks. Students at the third level are "easy to live", while students at the fourth level often spend several times more time than students at the first and second levels, and they often think hard and still can't figure it out. In this way, "gifted students" will not feel the pressure of study and waste the good time in class. However, due to the large class size and limited classroom time, teachers have no time to take care of them one by one, and problems often add up because they are not solved in time. So, I came up with the idea of making gifted students "teaching assistants" to help me coach students with learning difficulties. The main method is to let students with learning difficulties and students with good academic performance choose "teaching assistants" and "students" in both directions (which can also be designated by teachers). In math class, they sit at the same table as the students. Under normal circumstances, the "teaching assistant" is responsible for checking and tutoring students' classroom exercises after completing their learning tasks, so that students can talk about problem-solving ideas (of course, this auxiliary action can also be extended). In order to enhance the sense of responsibility of teaching assistants and reflect their value as teaching assistants, we should set performance indicators for students with learning difficulties at the beginning of the semester. At the end of the semester, if the target is reached, the teaching assistant and the student will be awarded the same prize (the student is the learning progress award and the teaching assistant is the excellent teaching assistant award). The development of this activity has built a platform for gifted students to show their advantages and talents, and the underachievers have also benefited from it, which not only has the effect of learning from each other, but also cultivated the cooperative spirit of unity and mutual assistance among students since childhood. For various reasons, our class used to be a famous "double-difference class", and no teacher was willing to teach. Students are not interested in learning, and their grades are obviously behind the other three parallel classes. After more than one year's stratified teaching experiment, students' interest in learning mathematics and their achievements in mathematics have been significantly improved. In the graduation exam, all the indexes of our class's math scores are basically close to some or even higher than other classes. The main reason is the implementation of the above-mentioned layered teaching method, which makes students of different levels in our class "pick peaches" on the primary school mathematics teaching test paper and gain the joy of success. The relationship between students and me is closer and more harmonious, and the cooperation and communication between teachers and students is more efficient. And because I can target students at different levels when preparing lessons and attending classes, the quality and efficiency of classroom teaching have been improved.
Of course, in the process of implementing hierarchical teaching of primary school mathematics teaching papers, we should also pay attention to the following problems: 1. Before students are stratified, we should do a good job in the ideological work of students and parents, so that they can understand that the starting point of stratification is to ensure that different students learn different mathematics and that different students can get different development in mathematics, instead of teachers discriminating against students and artificially creating "gaps" to avoid "top students." 2. Grading students should not be based on scores, but should comprehensively consider students' knowledge base, learning attitude, interest, potential and other factors, and cannot stay at one level, so as to protect the enthusiasm of students at different levels. 3. In the process of hierarchical teaching, teachers should carefully analyze students' learning psychology, knowledge status and ability to accept primary school mathematics teaching papers, formulate different teaching plans, prepare different teaching contents, and realize real hierarchical teaching.