Study On Differential Teaching Of Junior High School Mathematics Classroom In The Mixed Class Of Both Han People And Ethnic Groups

Differential teaching is a widely respected educational idea in international education circles.In the past two years,some parts of Xinjiang began to implement mixed classes between the people and Han,and the differences between students were more prominent.Therefore,it has certain research value to carry out the investigation and research on the difference teaching of junior high school mathematics classroom under the mixed class of the people and the Han.This paper studies two questions :(1)what is the current situation of mathematics teachers implementing differential teaching in the actual mathematics classroom teaching process after the mixed classes of the people and the Han in junior high school?(2)What are the problems in investigating the classroom differential teaching of mathematics teachers?This article selects a junior middle school mathematics teacher in Hejing County as the research object,through the questionnaire survey,the interview and the classroom observation,understands the present situation of the mathematics classroom teaching after the mixed class of the Chinese and the Chinese in this school,and carries on the statistical analysis to the investigation data.Combined with the characteristics of mathematics,this paper analyzes the practical problems existing in mathematics teaching in this school.Through investigation and research,the following shortcomings are found :(1)some teachers have weak consciousness of implementing differential teaching;(2)some mathematics teachers lack of differential teaching experience;(3)formalization of classroom group cooperation;(4)neglect of student difference test;(5)difference evaluation is not in place.Through the existing research results of many scholars on differential teaching,this study provides some optimization strategies from the aspects of teaching methods,group cooperation,difference testing,difference evaluation and so on,to help mathematics teachers understand students' actual differences,to carry out differential teaching smoothly in the classroom,to take care of each student's corresponding learning needs in the process of learning,and to help students learn something and enhance their self-confidence.Finally,this paper designs the teaching cases in accordance with the investigated schools and carries on the practice,carries on the effect test after class,tests whether the mathematics classroom implementation difference teaching effect is effective.It is hoped that this study can provide guidance for junior high school mathematics difference teaching and improve the quality of mathematics classroom teaching.