Research On Mathematics Classroom Teaching Management Mode Based On Hierarchical

With the implementation of the nine year compulsory education, and the location of our school( at the junction of urban and rural areas), rural children are more, and the quality of the students are uneven. Our school mathematics problems emerged. Most students have great difficult with math. Besides, mathematics is "traditional thinking big" restrictions in the minds of students, students’ learning initiative and self-consciousness was generally poor, it is difficult to improve the situation. On the other hand, large class volume also contributes to it. Classroom teaching can be provided to the students of high levels. Participation opportunities are limited, so a certain number of students can not fully participate in class. However, the practical work of a mathematics teacher requires them constantly try to question as many students as possible in a better way to improve class teaching mode of existence. Through the analysis of current situation of mathematics teaching in middle school, the practice of reform of mathematics teaching research at home and abroad decided to apply experimental study of graded teaching in the school of mathematics in classroom teaching. Hierarchical teaching meets materialism dialectical theory, which conforms to the education theory, accord with the students’ learning psychology, also accord with the teaching of the principles of teach students in accordance with their aptitude, with a broad theoretical basis.The object of study is the senior high students of Class1 Grade1 and Class2 Grade1 of No.26 School of Xingtai. The experiment lasts one year. Before and after the experiment, the mathematics learning of the students of the two classes were tested, namely the pretest and posttest. At the same time, in order to investigate the mathematics learning status of the students before and after the experiment, we conducted a questionnaire survey. Through the practice, stratified teaching research in improving the students’ interest in mathematics learning and test scores has great advantage. The implementation of hierarchical teaching to the students of the same class is conducive to improving teachers’ quality, to the main role of the students display, and also to the cultivation of students’ good learning habits.This paper consists of five parts. The first part: the research on high school students analyze existing teaching situation and problems in the classroom. The second part: including the proposed hierarchical education of mathematics, as well as the development background and historical evolution of layered teaching at home and abroad. The third part:the use of case teaching, combined with the specific teaching content, the specific implementation of the hierarchical teaching system research. Through the comparison of experimental study of the experimental class and the contrast class, understanding in mathematics teaching in high school, in the implementation of hierarchical teaching on students’ interest in learning mathematics, the level of students in mathematics classroom teaching effect, and the achievement of learning. The fourth part: conclusion and reflection. The fifth part: Complimentary Close. Conclusion: the implementation of the teaching practice of the hierarchical teaching should proceed from the students’ current level, really do for all students, and fully mobilize the enthusiasm of students, learning initiative, improve the efficiency of classroom teaching; enhance the "division of life", "life between students" affective interaction between teachers, change the concept of teaching, improve the teachers’ teaching ability and the level of students.