Junior high school students learn about the causes and differentiation strategies-毕业论文翻译.docVIP

Junior high school students learn about the causes and differentiation strategies (Research papers Download junior secondary students in mathematics achievement than at the primary stage of polarization, showing the trend of more serious, less advanced students to listen to a large proportion, especially in the eighth grade was particularly evident. This situation directly affects a large area to improve quality of mathematics teaching. So, the polarization caused by more serious reason? how to prevent a serious division? In this paper, their own teaching practice to make some superficial discussion. First, the divisive reasons 1. No interest in learning, weak, deflected the victims The will to learn in order to achieve the learning objectives and efforts to overcome the difficulties of mental activity, is an important manifestation of learning initiative. Always learning activities and continue to overcome learning difficulties associated with the primary phase of the study compared to junior high school mathematics difficulties deepen, teaching methods The change is relatively large, the teachers counseling to reduce, enhance the independence of students in primary and secondary convergence process, some students adaptability, and some students, poor adaptability, learning to show emotional vulnerability, will not strong enough, in the study, a difficulties and setbacks on the retreat, and even loss of confidence, leading to poor academic performance. 2. Thinking lazy, careless, do not think school record Compared to the elementary school mathematics, middle school mathematics teaching structure, logic, more systematic. First in the materials on the convergence of knowledge, the previously learned knowledge is often behind the foundation of learning, followed also in the skills to master the skills of mathematical knowledge, new skills and techniques must be formed by means of existing skills and techniques. Studies have shown that mathemati