A Comparative Study Of Explicit Teaching And Implicit Stratification Of Hierarchical Teaching High School Math Classes Inside

With the universality of compulsory education and the trend of the popularization of higher education, the expansion of the source of high school students reinforced the individual differences between students and the traditional form of teaching organization emphasis so much on the unity that it is difficult to adapt to the ideas of the new curriculum and requirements of Character building education. Deepening the popular conception of Mathematics also let students feel enough respect and attention on the objective differences in mathematics learning and personality development, so lots of experts and scholars explore the topic which form of teaching organization can adapt the individual differences between students, there has been many theoretical research and practical exploration about hierarchical teaching, and many effective teaching strategies and different hierarchical teaching modes had been achieved. Drawing on the successful experiences of many hierarchical teaching, this paper explore the hierarchical teaching from the different angle of implicit and explicit based on no breaking the class form, it consists of the following two parts:The first part contains two major aspects of the background and theoretical overview of the study, mainly summarizes the origin, development of hierarchical teaching and the definition of related concepts, the characteristics of hierarchical teaching, and expounds the theoretical basis which lay a theoretical foundation for whole research.The second part is the forcus of this study, in this part, experiments were conducted to study the dominant hierarchical teaching and the recessive hierarchical teaching in the high school math class through the combination of questionnaires and teaching practice, based on the statistics and comparative analysis of the experimental results, I summarized the experimental results of the study and reflected the inadequacies in order to guide future teaching practice to be better.Comprehensive the results of theory and practice of this research, I got the conclusion that both the dominant hierarchical teaching and the recessive hierarchical teaching in the high school math class can make up some shortcomings of the traditional form of teaching organization, to improve teaching effectiveness. However, there are differences between them, the dominant hierarchical teaching in class does better on promoting student in learning, and is more suitable for cultivation and overstating excellent students, but also prone to labeling effect and polarization phenomena; implicit hierarchical teaching classes pull excellent slower, but more suitable for the conversion of the underachiever, and be able to maintain the stability and concentration of student...