Study Of Difference Teaching In High School Mathematics

The outline of curriculum reform on basic education points out that teachers should respect students'dignity; attach much importance to the differences from others, satisfy the requirements of different students and make all of them develop themselves fully. It's certain that there are differences in the ability of learning readiness, interests, attitudes and style of learning among students, so teachers should pay more attention to these differences and satisfy the needs of students at different levels. The difference teaching theory provides enlightens and guidance for our teaching.This paper mainly elaborates on how to carry out the Difference Teaching in high school mathematics with the purpose of finding a successful way of teaching high school mathematics. On the basis of former researches, the author clarifies the concept of The Difference Teaching, its distinction and connection with stratified teaching, individual teaching and competency-based teaching. Meanwhile, the author puts forward theoretical basis and necessity of the Difference Teaching. The strategies of carrying out this theory at high schools contains four principles, including, the principle based on students'difference, subjectivity principle, personality development principle and the principle of success as well as five links as follows: set gradient teaching aims from the students-oriented prospective, carry out difference teaching contents with the students centered, adopt various teaching approaches to make students learn happily, assign proper exercises to improve teaching effects and carry out multiple evaluation to make students experience success. In addition, the six approaches are also stated in this research, for example, situational method to develop students'interests, emotional teaching to increase students' confidence, various forms to develop their personality, information technology used to improve the learning efficiency, proper questioning to enhance their participation, cultivating their habits of thinking to improve their entity. What's very important is that the effectiveness of the difference Teaching has been proved in the author's teaching practice, which, in conclusion, develops students'interests, attitudes, entity, confidence and grades in leaning high school Mathematics.