On different levels of teaching.docVIP

On different levels of teaching Teaching practice tells us: the development of high school students in physical and psychological characteristics of the differences is an objective reality, and the love interest in mathematics, mathematical knowledge and acceptance of differences is an objective reality, especially high school, the quality of students does not vary Qi, and there ability differences lead to different students to comprehend and grasp the knowledge gap between the large high school which is bound to have a negative impact on the teaching of mathematics. In addition, there are still teaching in the interface between materials - junior high school prepared to use provincial new materials, high school textbooks still use the old Department Code, the beginning of high school teaching content out of touch, and teachers often overlooked in the teaching and knowledge of the interface, could easily lead to high school students to receive new knowledge difficult in this case, if in high school mathematics teaching is still a ‘one size fits all’, regardless of differences in level and ability of students, that teaching is the students together to school, the doctrine of the same material used under the standard requirements, the same methods to teach, will inevitably result in ‘eugenics hungry, poor raw not ‘phenomenon so will fail for all students to take good care of individual differences of students, it can not properly implement the’ individualized, step by step ‘principle, is not conducive to the full development of students, or even a serious polarization, This does not meet the requirements of quality education, the face of these realities, in high school mathematics teaching trial ‘levels of teaching,’ the reform experiment, it is particularly important. First, the ‘levels of teaching,’ the guiding ideology ‘Different levels of teaching,’ the guiding ideology of teachers to teach students to adapt to school, and students there is a difference,