1. Acknowledge the differences between students and learn as much as possible about the characteristics of each student. First of all, we should understand students' interest in mathematics courses, as well as their mathematical foundation and thinking ability. Through classroom questioning, students' answers, homework exercises, discussion and dialogue, students' mathematical foundation and thinking ability can be fully understood, so as to be aware of it, and then the right medicine can be set up in the future teaching design.

2. Teaching objectives should be designed in layers. The determination of teaching objectives should be based not only on mathematics curriculum standards and supporting textbooks, but also on students' actual development level. Learning objectives can be divided into three levels. The first level is the basic goal, which requires all students to master the basic knowledge and skills in the curriculum standards. The second level is to improve the level, which requires students to master the prescribed contents and requirements, have a certain ability to analyze and summarize the knowledge they have learned, and apply it; The third layer is the development layer, which requires students to improve horizontally in addition to the above levels, not only to solve known problems, but also to solve unknown problems.

3. The hierarchy of teaching process. By setting different goals, we can teach students in accordance with their aptitude in classroom teaching. Teaching progress and teaching methods are based on the level of middle school students, and strive to solve the problems of middle school students in classroom teaching, actively encourage middle school students to question boldly, and pay attention to the learning advantages of good level students, so as to drive the whole class.

4. Give different guidance and help in time according to the students' knowledge. According to the characteristics of students, we can make use of classroom practice or self-study time for individual guidance and counseling to achieve the finishing touch. Students who are afraid to ask questions may wish to take the initiative to ask questions. Students who have difficulties in math learning often don't ask questions or ask simple questions. At this time, don't feel bored with students, help them review the old knowledge they have learned, and give some easy-to-understand examples to make the old knowledge naturally transition to new knowledge. We should sort out the questions raised by students with medium level, give different answers to similar questions, let them imitate and solve them, and guide them to sum up the rules and sublimate their knowledge. Generally speaking, the questions raised by good students are not directly answered, but inspired, so that they can try their best to know the truth and find out the solutions to the problems. It is necessary to check whether their methods are accurate, whether their conclusions are accurate, and what problems still exist.

5. Through differential counseling, not only can students' problems be solved in time and effectively, but also good math study habits can be formed, which will have a positive impact on students' future study.