Implementation Strategy Research On Hierarchical Teaching In Junior Middle School Mathematics

Mathematics is a very important subject in junior high school.The mastery of mathematical knowledge directly restricts students' learning of physics and chemistry.At present,students in compulsory education should be enrolled in nearby schools,so that all students can enjoy equal educational opportunities.Under the guidance of this policy,there are no longer key classes and ordinary classes in junior and middle schools.In addition,with the development of The Times,there are distinct personality differences among students.Therefore,how to teach students in accordance with their aptitude according to their individual differences,so as to achieve the teaching goal of training excellent students and making up for poor ones,so that each student can get better development on the original basis,appears to be crucial.In view of this,this research has discussed the following four questions: the junior middle school mathematics stratified teaching implementation process;The effect of stratified teaching in junior middle school mathematics;Problems existing in the process of implementing the stratified teaching of junior middle school mathematics;Countermeasures to improve the implementation of stratified teaching in junior middle school mathematics.This study mainly adopts the methods of literature research,questionnaire survey,interview,classroom observation and educational action research.Two classes were randomly selected from each grade of junior middle school of M school,a total of six classes,300 students were surveyed,and a leader in charge of teaching and 5 mathematics teachers were interviewed.The concerned research shows,the implement of level-teaching in junior mathematics mainly consists of four parts: Students are divided into layers.teaching preparation is divided.class attending is divided and homework design is divided too.Firstly,according to students' background knowledge,learning habit,learning initiative and score,students are divided into A,B,C,three different layers.Secondly,different level-students have different teaching goal,different teaching difficult points and exercise.Thirdly,taking level of B as the starting point,at the same time,taking level of B and C into consideration,the process of giving lesson adopts thecombination between quick and slow,difficult and easy,activity and inertia.Finally,The students' homework varies considerably in content,the level-A students mainly focus on exploration exercise,level-B students center on improvement,level-C students mainly keep a watchful eye on basis.Combined with empirical research and theoretical research,this paper puts forward the following improvement countermeasures on the implementation of stratified teaching of junior middle mathematics: Student stratification,to implicit dynamic stratification method is adopted;Stratification of lesson preparation,to formulate a three-step parallel teaching design,to set up a mathematics class that takes into account students' differences every week,instead of implementing stratified teaching in each class;Class hierarchy,according to the teaching content,select the mathematics teaching mode appropriately;Assignment hierarchy,adopt the strategy of “rolling layering” to arrange the work;Students are no longer evaluated solely on the basis of their grades,but also pay attention to their classroom performance,classroom participation and other aspects.In general,the implementation of stratified teaching improves students' enthusiasm for learning mathematics,improves students' math scores,and enhances teachers' confidence and determination to teach mathematics well.The results of practical research show that hierarchical teaching is a teaching organization form worthy of trial,exploration and reference.