An Experimental Study On Multi-hierarchy Teaching Of Mathematics In Middle School

As one of the heated discussed topics at present, multi-hierarchy teaching can effectively promote the harmonious developments of students both in common trait and individual character. On the basis of the former research, my paper, aimed at the present problems existed in the study on multi-hierarchy teaching for junior middle school, has go on a deep and systematic experiment. I mainly discuss the influence which multi-hierarchy teaching imposes on mathematic achievement, learning interest in math and teaching difficulty in math. Furthermore, based on the experiment, reasonable thinking on meaning, classification, utilized scope of multi-hierarchy teaching is used to optimize the multi-hierarchy teaching theories. So mathematic teaching revolution for junior middle school may has a new upgrowth point with my study.Upon one-factor in-group design, my experiment undertakes teaching organized form as independent variable that is classified into four forms. The first is multi-hierarchy teaching among different classes for multi-level students. The second is multi-hierarchy teaching for the student who can enter into different class according to his behavior. The third is multi-hierarchy teaching among one class. The fourth is daily-used teaching. The dependent variable is math achievement, learning interest in math and teaching difficulty in math. I study junior one middle school students including twelve classes and their mathematic teachers for one-year multi-hierarchy teaching experiment. Many points are obtained as follows:<1> Math achievementThe second and the third form can be helpful to the very clear...