| Mathematics Review Classes are extremely important for Senior Three students to enhance their comprehensive understanding and application on the overall knowledge of senior secondary mathematics,but for students with learning differences,effective review strategies for individuals based on precise differentiated teaching directly determines the quality of the students’ learning and the efficiency of the school teaching.Although there was some researches on differential instruction at the early 20 th century at home and abroad,most of the previous researches were carried out based on students’ internal and external learning factors and students’ achievements in school.In the age of the Internet and big data,it comes true to analyze students’ weakness in mathematics learning and the causes of learning problems,to take the correct actions to solve their problems,to get prepared for differential teaching before the review class,to carry out precise differentiated instruction during the class and to do individual after-class exercises for students.This paper analyzes the students,the process of implementing precise differentiated teaching in the review class,to provide relevant strategies for students and teachers,which is of great significance.This paper tracks and records all students’ academic performances in all the examinations,who belong to different 24 classes of Mile No.4 Senior High School.It makes a longitudinal comparison analysis of students academic performances in the same class before and after the precise differentiated teaching,in the meanwhile,the paper also makes a cross-sectional comparison analysis of the data from different classes students with and without differentiated instruction.By means of classroom observation and questionnaire survey,some classes were selected to carry out experimental and comparative research,and the teaching methods and students’ learning effects were analyzed and compared according to the pre-eclampsia,mid-class and post-class.On the basis of consulting a large number of materials and documents,combining with the teacher’s own teaching experience,analyzing the experimental comparative data and teaching fragments in the classroom,interviewing the practice situation of the students after class,it puts forward reasonable teaching strategies to improve the efficiency of the review class and to promote students development in Senior Three.The paper consists of five parts.The first part is the introduction,including the research background,literature review,the purposes and significance of the research,and research methods.The second part is the explanation of the core concept and related theories.In this part,it first explains and defines the concepts of "Internet plus" education,differentiated teaching and precision teaching.And then it sorts out the relevant theoretical bases,including cognitive development theory,humanistic learning theory,meaningful learning theory,the basic concepts of high school mathematics curriculum standards.The third part is the implementation research and analysis of the precise differentiated teaching of mathematics review class in Senior Three.By comparing the longitudinal data before and after the implementation of precise differentiated teaching in Senior Three students of Mile No.4 Senior High School,it is found that the imprecise individual-oriented teaching has a great influence on the students’ learning efficiency.Students with more flexible thinking and a good command of mathematics knowledge do not have enough practice in class,and the exercises after class are not well-targeted.They spend a lot of time but do not improve clearly.Students with a poor command of mathematics spend a great deal of time but still have difficulty in catching the teachers,so their academic performances are not improved either.The teaching efficiency of mathematics review class is low.Teachers and students lack the consciousness of efficiency.The differences between students are ignored in mathematics teaching and homework arrangement.There is little students learning production,and lack of self-thinking and understanding of knowledge in the review class.The fourth part is the case analysis and strategy research on the implementation of the precise differentiated teaching in Senior Three review class.As students’ learning is dynamic,it is necessary to track the real-time academic performances of Senior Three students during the research,to master first-hand data of students,to make a cross-sectional comparison analysis of individual differences between and within classes,and then to analyze students’ weak knowledge points and thinking mistakes.Based on the above data,this paper analyzes the implementation cases of precise differentiated teaching in Senior Three mathematics review class,and then integrates the effective implementation strategies.The fifth part is the conclusion.Once again the paper makes a brief summary of the research,reviews the shortcomings of the research,and gives the critical thinking of the paper. |
