| In the age of information technology,the rapid development of information technology has changed the way people learn and teach.Especially in the field of education,information technology provides more possibilities and opportunities for teaching.The "Mathematics Curriculum Standards for Compulsory Education(2022 Edition)" stipulate that the mathematics curriculum in the compulsory education stage should adapt to the individual developmental needs of students,ensuring that everyone can receive a good mathematics education.However,traditional teaching methods are difficult to cater to the individual differences of each student,cannot meet the personalized development needs of students,and are difficult to stimulate students’ learning interests and improve their learning effectiveness.Therefore,teachers need to explore innovative teaching methods to better adapt to the teaching needs and learning needs of students in the information age.Stratified teaching and group cooperation are teaching methods that have received widespread attention in recent years,emphasizing personalized education and student-centered inquiry and cooperative learning,which are in line with modern educational concepts and the requirements of information education.This study aims to explore the middle school mathematics Stratified education model based on group cooperation in the information environment,in order to improve students’ learning interests and effectiveness,and provide a reference for the reform and innovation of middle school mathematics education.This study first conducted a literature review to clarify the meaning of stratified teaching,cooperative learning,and information technology environment,and analyzed the research status of stratified teaching in middle school mathematics.Based on this,a survey questionnaire and interview outline were designed to investigate the application status of cooperative learning and stratified teaching in middle school mathematics under an information technology environment.The survey results showed that most students and teachers recognized the use of stratified teaching and cooperative learning in classroom teaching,but there were problems in the implementation process,such as the need for a lot of time to implement stratified teaching and the disadvantage of explicit differentiation for students’ psychological development.To address these issues,this study,based on learning theory,recent developmental zone theory,constructivist learning theory,and group dynamics theory,constructed a stratified teaching model for middle school mathematics based on cooperative learning in an information technology environment.This study first analyzed the information technology environment of the model and clarified the functions of the information technology environment,including providing teachers with diverse teaching resources,providing students with personalized learning support,enhancing classroom interactivity,and realizing online submission,evaluation,and feedback of assignments.Next,the teaching objectives,the constituent elements and the teaching process of the model were clarified.The teaching process including independent preview,situational introduction,cooperative exploration,differentiated practice,and differentiated feedback,and the main activities of teachers and students in each link were explained.Finally,the implementation strategies of the teaching model were proposed,including differentiation strategies(implicit,dynamic differentiation,questioning differentiation,and assignment differentiation),cooperative learning strategies,personalized guidance strategies,and diversified evaluation strategies.To verify the teaching effect of the model,this study used action research method to implement the stratified teaching model for middle school mathematics based on cooperative learning in an information technology environment among eighth-grade students in Q school,Jieyang City,Guangdong Province.During the implementation process,the teaching model was continuously improved and optimized.Through analysis and evaluation of students’ learning performance,questionnaire survey data,and interview results,the research showed that the teaching model significantly improved students’ interest in learning mathematics,promoted students to develop the learning habits of previewing before class,listening carefully in class,actively participating in cooperative learning,and actively learning after class,and enhanced students’ mathematics learning effectiveness.Therefore,the teaching model is effective.The innovation of this study is that,in response to the problems in the implementation of stratified teaching in middle school mathematics,cooperative learning and stratified teaching were integrated under an information technology environment,and a stratified teaching model for middle school mathematics based on cooperative learning was constructed based on a certain theoretical basis.This model can not only effectively guide the implementation of middle school mathematics teaching activities,improve the efficiency and effectiveness of mathematics classroom teaching,but also promote students’ personalized development.Due to the short practice period and small sample size of this study,it is impossible to comprehensively evaluate the application effect of the teaching model.This study will continue to improve the stratified teaching model for middle school mathematics based on cooperative learning in an information technology environment in future research. |
