Study On The Teaching Of Junior Mathematics Difference In Support Of Information Technology

The idea of difference teaching has a long history and the earliest dates back tothe Spring and Autumn Period more than2000years ago. However, in recent years,with the formation of education consensus of single society, difference teaching hasbeen gradually alienated into "no difference" teaching, thereby resulting in loss ofstudents’ independent value and elimination of individual difference. In order to meetthe needs of new curriculum reform, let everybody study valuable mathematics, feelthe happiness in learning mathematics, obtain successful learning experience andfinally to improve the teaching quality of junior mathematics, this paper attempts toview the difference teaching of junior mathematics under the support of informationtechnology as a key point to conduct a study.This paper consists of five parts and it will mainly conduct a comprehensiveand systemic study on the difference teaching of junior mathematics under thesupport of information technology by using the methods such as literature research,survey research and experiment research.The first chapter analyzes the backgrounds, purposes and significance as well astrain of thought and methods of difference teaching. By reading literature at homeand abroad related to difference teaching, the author understands that our country hasmade some achievements in carrying out the difference teaching process, but therestill exist many problems such as difficulty in carrying out difference teaching, lowefficiency and lack of application of information means. The second chapter outlinesthe concepts, features and interpersonal relationships of difference teaching;conducts an in-depth analysis of the roles of the multiple intelligence theory, theproximal development zone theory, cognitive style theory and study motivationtheory in difference teaching; explores the characteristics of junior mathematics,students’ personalities and demands of the new curriculum standard to differenceteaching; and discusses the concept of difference teaching of junior mathematicsunder the support of information technology. In the third chapter, in combination ofquestionnaires and interviews, an investigation on the situation of differenceteaching of eight-grade mathematics is conducted and the author understands thebasic situation of implementing difference teaching of mathematics and the existing problems of the target school. In the fourth chapter, a description is made on thebasic principles to be followed in difference teaching of junior mathematics underthe support of information technology, and then based on that, the establishment ofstrategies and methods for difference teaching of junior mathematics under thesupport of information technology is made. In addition, professional constructionplans of teachers’ team for difference teaching of junior mathematics under thesupport of information technology are put forward. In the fifth chapter, on the basisof the above principles and strategies, the author assists eighth-grade mathematicsteachers of the target school to design corresponding teaching cases, launches asemester-long difference teaching practice activities and analyzes and evaluates theimplementation results.With the guidance of relevant theories of difference teaching and incombination of actual conditions of junior mathematics teaching, the establishmentof strategies and methods for difference teaching of junior mathematics under thesupport of information technology is made and their effectiveness is verified byexperiment research. The results show that effective use of information technologyto implement difference teaching in junior mathematics teaching can create goodeffect and the specific reflection is as follows. Firstly, the test scores of students havebeen raised obviously; secondly, the interest, enthusiasm and initiative of students inexperiment classes to study mathematics after experiment have increased obviously;thirdly, the teaching concepts of teachers have changed markedly and theirprofessional skills and teaching efficiency have been enhanced remarkably.