The Strategy Research Of Teaching According To Students Aptitude In Middle School Mathematics

The new round of curriculum reform puts forward that education should be one that is ofall-round development and is for all students. But the all-round development and focusing on all studentsdo not equal uniform development of “one size fits all”. On the contrary, it stresses that individualdevelopment of each student is encouraged under the precondition that the basic qualities of the studentsachieve full development. As for the subject of secondary mathematics, the interpretation of the all-rounddevelopment of the students’ basic qualities in this paper is that schools must strive to make thedevelopment of the students meeting the requirements of math curriculum goals no matter how different thestudents are, for example, they may differ in physical strength, achievement level and hobbies. This studymainly concerns how to teach students in accordance with their aptitude and develop their characteristicsafter their achieving the requirements of the course objectives. It is known that the course objectives arerelatively abstract, and they can not be accomplished merely in an action, rather, its accomplishment relieson the implementation of the three-dimensional teaching objectives in each lesson, that is, knowledge andskills, processes and methods, emotional attitudes and values. In this paper, therefore, the classification ofthe individual differences, the principles, strategies and considerations of teaching students in accordancewith their aptitude in secondary mathematics all revolve around the three-dimensional teaching objectives,which is the innovation of this paper.By document analysis and case study of the individualized teaching of secondary mathematics,the conclusion are drawn as follows: the principles of individualized teaching are: correct the teachingattitude and follow the principle of teaching mathematics for all students; know about the students andfollow the principle of cultivating the students’ basic knowledge and interests; establish the thought ofdifferences and follow the principle of developing the students’ basic skills and techniques; pay attention topersonality characteristics and follow the principle of the unity and diversity of teaching. According to thedifferences of the students in their knowledge, skills, processes and methods, the individualized teachingmainly exploits the stratified teaching strategies, that is, based on the individual’s cognitive level, thestratification preparation, teaching, assignment, tutoring and evaluation will be made. The individualized teaching here is based on the students’ cognitive level. There are layers among the students in the cognitivelevel. Some students perform well in math, master effective learning methods, and have better learninghabits; others have common performance in math, have no system of learning methods and habits; someothers are poor in math and strenuous in learning. Stratified teaching is mainly aimed at the level of thestudents’ cognitive level difference. And according to the differences of the students in their emotionalattitudes and values mainly exploits the individualized instruction, that is, according to each student’slearning interest, attitude, ability, temperament and character. These strategies have no order and often beintertwined, just like the implementation of three-dimensional teaching objectives which don’t givesuccessively and blend with each other.In addition, teachers must explicit the relation in unite request and teaching students according totheir aptitude. Then teachers adjust different teaching strategies on different contents and adopt differentforms of teaching organization. Of course, they can take full advantages of modern teaching method aswell.In a word, each teacher should think deeply and exert himself or herself in mathematics teachingaccording to students’ aptitude so that he or she can make it work successfully in middle school.