High School Mathematics Discussion Teaching Practice Based On Implicit Stratification

Mathematics curriculum standards pointed out: “ Effective mathematics learning activities can not simply rely on imitation and memory,hands-on practice,but independent exploration and cooperation and exchange are also important ways for students to learn mathematics.” As we all know,mathematics is the rhythmic gymnastics of thinking,so mathematical thinking sparks need to be generated in the collision,which makes the status of discussion-based teaching in mathematics classroom more important.Teachers should help students learn to cooperate and communicate,discover,explore and solve problems.In this process,discussion-based teaching can reflect the main position of students.Teachers are no longer preaching,but more as guides and inspirers in the teaching process.Every coin has two sides.On one hand,discussion-based teaching has a wide range of strengths,such as improving the original ’ spoon-feeding ’ teaching mode,helping to improve students ’ learning enthusiasm,initiative and creativity,developing students’ thinking,improving students ’ ability to communicate and so on.On the other hand,it also has some shortcomings in the process of practice: Firstly,the discussion goal is not clear;Secondly,group members are so confused about their task division that they will follow the herd;What’s more,students do not know the specific skills,which makes a ’ stage ’ for individual students to show alone and the internal differences of discussion-based teaching are not obvious...All of these factors affect the final discussion.Through a lot of references and investigation,the author finds that stratified teaching makes up for the shortcomings of discussion-based teaching.Meanwhile,it can pay attention to the differences of students ’ individual interests,hobbies,cognitive abilities,habits and other aspects.According to the characteristics of different students,students’ potential can be best exploited from their zone of proximal development.More importantly,researchers have also found a better solution,that is implicit stratification.After a large number of detailed researches and practices,the author finds that it can better protect students ’ self-esteem and optimize the teaching process under existing conditions.From the above,we can know that discussion-based teaching can be optimized and improved by making good use of the advantages of discussion-based teaching itself,taking into account the differences of individuals,teaching students in accordance with their aptitude.But how can implicit stratification teaching which is the combination of discussion-based teaching’s and stratified teaching’s advantages be applied in high school mathematics teaching? This is the problem that I need to study.This paper focuses on the following aspects : starting from the reality,searching for relevant resources,using the questionnaire to understand the current situation of the discussion teaching method in our school and get the corresponding optimization direction,basic ideas and framework;refer to the student self-assessment sheet,the data in the student ’s specific specialty radar chart,and group the students according to the basic principle of ’ heterogeneity within the group,homogeneity between groups ’.At the same time,according to the participation enthusiasm,learning characteristics,will quality,organization and expression,application and innovation,interpersonal relationship and other aspects in the self-assessment sheet and radar chart,the students are implicitly stratified.The students ’ activity in the class is taken into account at the same time,and the students are divided into groups to pay attention to the balance of various indicators,making the grouping more fair and orderly;implicit stratification is not only infiltrated in student grouping,but also reflected in detailed task allocation,teachers ’ implicit stratification lesson preparation,discussion of all aspects,implicit stratification homework,implicit stratification evaluation,implicit stratification counseling and so on.Conduct discussion-based teaching practice based on implicit stratification according to specific classroom cases;investigate and analyze the effects before and after implementation;finally,summarize and prospect according to the conclusion.The purpose of this paper is to highlight the individualized teaching and make the discussion teaching more orderly.Finally,the teachers can pay more attention to all students.Discussion-based teaching can be carried out in the form of different class types,so that students with different characteristics have the opportunity to shine,and teachers can see their flash points.It is hoped that this study can provide some useful references for the majority of front-line teachers to implement discussion-based teaching.