Research On The Application Of Stratified Teaching In Inequality Teaching In Junior Middle School

With the development of the times and the deepening of education,the differences between students are increasing.Mathematics is a highly abstract and general subject.The differences in the learning of mathematics among students are more obvious.However,at present,China is still in a situation where there is a large demand for education and relatively few educational resources.Class teaching system is widely adopted in actual teaching.In the teaching of the class-teaching system,for the class of forty or fifty people in China,some junior students need more time to understand and digest knowledge,but in order to unify the progress,teachers cannot take care of all students,then This part of the student's learning problems will slowly accumulate,and the gap with the students with good grades will widen,and eventually it may produce a sense of learning weariness.Students with a good foundation and strong abilities feel that teachers are a little wordy and progress is too slow,which results in students not feeling the charm of mathematics learning.They may have a self-confidence,thinking that they can easily learn mathematics without using lectures and lose it.Learning motivation.Under such circumstances,the same teaching materials,the same instructional design,and the same teaching methods are not so reasonable.As a result,can students be layered according to their cognitive level,acceptance ability,etc.,and then design teaching according to the needs of students at different levels.What kind of changes will the teaching effect produced in this way have? Based on the decision to use the method of layered teaching,this article selects the content of the inequality part as the specific teaching content.The content of the inequality part is more comprehensive and can be linked to many other knowledge in mathematics,and contains a variety of mathematics.The content of the thought.Moreover,it appears in the teaching materials of the Tianwen Training School.For the eighth grade students,they have also been in contact with the school and are not so unfamiliar.Therefore,this article chooses inequality as the content of the study.In this teaching experiment,a pre-test was conducted.Based on the results,it was concluded that there was no significant difference in the results of the students in the two classes.Then according to the principle of explicit and implicit combination,class B students are divided into Ⅰ,Ⅱ,Ⅲ levels,and then design different teaching processes to implement layered teaching.After the students completed the study of the content of the inequality part,they were tested again,a questionnaire survey about the stratified teaching was distributed,and three teachers were interviewed.Comprehensive test results and interview analysis draw relevant conclusions,and finally summarize the advantages and disadvantages of layered teaching,analyze the deficiencies of this teaching experiment,and put forward suggestions for inequality layered teaching.By analyzing the stratified teaching design and practice of inequality in junior high school,we can better grasp the method of stratified teaching,play the role of stratified teaching,and have certain application value.