Differentiated Teaching Model Of Secondary School Mathematics

To adapt to the request of a new era, society calls for reforming andprogressing on the range of education. With teaching reform rolling downthe way, the traditional teaching mode turns out drowned in a giganticlash and challenge. The subject of mathematics, which serves as thefundamental component of high school teaching stage, can not beexcluded from receiving a brand new recognition and concentration. Away out is to develop new methods in accord with students'development. Diversity teaching dates back to Confucius 2000 years ago, when heintroduced the theory "To teach students in accordance with theiraptitude", into which the research has been carried on ever since then. Inthe 17 Century, American educationist Hunt put it forward that learnershave different style in the process of learning, or rather, they get taughteffectively with different methods in situations built by teachers. This hasmade the term, DIVERSITY, greatly improved. In the 1950's, Americanpsychologist H.A.Witkin proclaimed there were two components oflearning style field dependent and field indeependent. J.Kagan drew aconclusion on two components of reflective style as out of impulsivestyle or meditation. Based on the four, and a long run of observation onmy students, I distinct learners into field indedependent—out ofimpulsive, field independent —out of mediation, field dependent —outof impulsive and field dependent —out of mediation, and then arrangethem to four learning groups for the purpose of getting them into thelearning mode of group cooperation and discussion. To learn from others'strong points to offset one's weaknesses, each one can expect moreprogress than originally. I dedicate my thesis to those educators who have much difficulty infulfilling the very class-room teaching objectives when their students'mathematical competences are sharply divided into several stages. I hopeit will be an inspiration and thus be of any help to my fellow teachers.