With the development of science and education in China, the enrollment expansion of colleges and universities and the popularization of high schools, junior high school students with good cultural foundation have entered the threshold of high schools. Because of the geographical location between urban and rural areas, parents are willing to send their children to the county to study. With the formation of this concept of parents, ordinary rural high schools are not completely selected. Therefore, it is very urgent and necessary to explore and study the hierarchical teaching mode in rural senior high schools.

2. The implementation of "stratified teaching" in rural senior high schools.

2. 1 Cognitive differences and scientific stratification

In teaching, according to the differences of students' mathematical foundation, learning ability, learning attitude and academic performance, and the requirements of improving learning efficiency, combined with the teaching materials and students' learning potential, combined with the physiological, psychological and personality characteristics of senior high school students, and according to the teaching requirements to be achieved at the three levels of basic goals, intermediate goals and development goals in the syllabus, students can be divided into two categories: A and B according to the ratio of 3: 5: 2.

A-level students: top students; B-level students: students with average grades; C-level students: students with learning difficulties.

2.2, according to different objects, according to the level to determine different teaching objectives, hierarchical lesson preparation.

When preparing lessons, the lesson plan is designed in the form of compound lesson preparation and at different levels. Teaching objectives can be divided into five levels: ① memory, ② understanding, ③ simple application, ④ simple comprehensive application, and ⑤ complex comprehensive application. For example, in the teaching of "formulas of trigonometric functions of the sum and difference of two angles", students in group C are required to remember formulas and can directly use them to solve simple problems, students in group B are required to understand the derivation of formulas and skillfully use them to solve more comprehensive problems, and students in group A are required to deduce formulas and use them flexibly to solve more complicated problems.

2.3, teaching students in accordance with their aptitude, improve the teaching effect.

(1) Hierarchical classroom teaching

Classroom teaching should always follow the law of step by step, from easy to difficult, from simple to complex, and gradually rising. The requirements should not be too high and the level gap should not be too big. To ensure that class A doesn't wait, class C basically understands and gets timely counseling, that is, class C "eats well", class B "eats well" and class A "eats well".

(2) The difficulty of classroom practice is hierarchical.

According to the different levels of students' learning ability, different after-school assignments can generally be divided into three levels: layer C is the basic homework (after-school exercises), layer B is the foundation, with a few slightly improved topics (after-school exercises), and layer A is the basic homework and flexible and comprehensive topics (after-school review questions).

(3) Students practice after class and train at different levels.

According to the exercises in the textbook, one chapter of exercises can be divided into two parts: basic questions and hierarchical questions. The basic topic is that students at all levels must do it. Hierarchical problem refers to the arrangement of three hierarchical problems in the same big problem. The difficulty of doing corresponding questions at different levels is different, but the score of each small question is the same, so that low-level students can also enjoy the happiness of "high score", thus improving their self-confidence and sense of accomplishment.

3. The initial effect of stratified teaching.

(1) for all students, promote all-round development, and enhance students' enthusiasm and initiative.

(2) Enable students to master knowledge in a competitive atmosphere, enhance the sense of teamwork, and greatly stimulate students' imagination and creativity.

(3) The personality and psychological quality of the students in the experimental class have been obviously improved.

(4) Promote the change of teachers' concept, close the relationship between teachers and students, make teachers love students more, be more conscientious, promote teaching and scientific research, and encourage teachers to improve themselves.

4. Concluding remarks

The implementation of hierarchical teaching poses a new challenge to the educational concept of school leaders and teachers, puts forward new and higher requirements for school teaching management and student management, and also increases the complexity of management, but it is the inevitable choice and final result of vocational education to deal with student differences, get rid of confusion and improve educational efficiency. Perhaps, it can really make schools and teachers move from being at a loss to a new realm of "teaching without class" and let students move from pain to pleasure and success.