Discussion And Research On The Teaching Of Mathematics In Senior Middle School

Content: This paper uses questionnaire survey, literature and case study method, found in senior maths test stage, knowledge understanding and learning ability of students individual differences, directly affect the overall efficiency of classroom teaching, in order to improve all students maths scores and mathematical ability, exercise students’ logical thinking. This article discusses three mathematics stratified teaching with study, wishes to rely on scientific and reasonable teaching mode to find a feasible way to improve students’ learning effect.The traditional concept of "destiny" college entrance examination is deeply rooted in the minds of many people, students and teachers will test scores as differences in standards, make students’ individual character development as well as the ability to ascend is severely hampered. First the new curriculum standard has set up a compulsory for high school math and take two modules, in front of the stratified teaching, the teacher should think comprehensively the university entrance exam outline requirements, according to the distribution of knowledge and set the teaching plan, the students’ knowledge to narrowing the difference of degree of students’ knowledge reserves; Secondly, basic knowledge for the high three students have finished learning, so in the process of senior mathematics study is more of a consolidated and integrated use of knowledge, teachers should according to the teaching schedule will be the reference appendix content hierarchical refinement, on the basis of the review time unified arrangement, the feasibility of the hierarchical teaching in order to realize the test phase; Finally, senior mathematics teaching layered design is not only need to confirm your review objectives for different levels of students, at the same time also need teachers to strengthen exercises accumulation, in line with the principles of diversity, developmental, incentive, training the students’ thinking, promote the students’ ability of knowledge. Therefore, teacher in front of the layered teaching should carry on the detailed arrangement, possible risk of deep thinking in the teaching process, in order to avoid the influence students after the failure of the teaching reference appendix state. The discussion will focus on the function module to review the design and implementation of the model, teacher should be divided into A, B, C three layers, according to the layers of the students’ inner demand review task arrangement, the teachers need to detailed record the change of the students in stratified teaching experience, timely find enough in the process of gradually perfect the teaching strategy, to improve the students to master play A full role of function system.