High school math level Teaching On-毕业论文翻译.docVIP

High school math level Teaching On Teaching practice tells us: high school students the differences in physical development and psychological characteristics is an objective reality, and interest in mathematics and preferences, the ability to accept differences of mathematical knowledge is also an objective existence, especially high school students the uneven quality of , and there are discrepancies in the ability, leading to different students of knowledge, insight and ability to handle the gap, which is bound to have a negative impact of high school mathematics teaching, teaching, teaching materials interface issues, junior high and high teaching content out of touch. teachers in teaching and often ignored the problem of the convergence of knowledge, could easily lead to the difficulties of high school students to accept new knowledge. In such circumstances, if in high school mathematics teaching is still a “one size fits all”, regardless of student level and ability differences, that teaching students together class, unified under the same teaching materials in use in the past, the same approach to teaching is bound to “eugenics enough to eat, poor students could eat” phenomenon certainly can not for all students to fully take care of the individual differences of students, also can not implement the “individualized, step-by-step” principle is not conducive to the full development of the students , or even a serious polarization, which does not meet the requirements of quality education. hierarchical teaching “the face of these realities, the pilot in the high school mathematics teaching reform experiment, it is particularly important. First, the guiding ideology of the “sub-level teaching Hierarchical teaching “the guiding ideology of teachers teach, students learn to adapt to the students there is a difference, so teaching should also be some differences can be divided into different levels according to the differences in students, teaching ca