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1、1Hierarchical method in the junior high school mathematics classroom teachingAbstract: junior high school mathematics new curriculum requires students to different levels to improve, thus achieving an optimal combination of classes of students. Based on the implementation in the classroom teaching “
2、at different levels,” the statement of teaching objectives, and then on the “hierarchical” method of teaching were explored. Keywords: “Separate” Classroom Teaching and Learning Junior High School Mathematics Teaching in the classroom new curriculum requires manipulation of each student through thei
3、r own efforts to achieve the basic requirements, Extension of the knowledge and inspire students to thinking, so that students learn mathematics with spare capacity to be fully developed. So how do characteristics play in the teaching materials to meet the differences between students, for classroom
4、 innovation and teaching? following combination of their own teaching practice on the “hierarchical” method in the junior high school mathematics classroom teaching to talk about their 2views. for reference. First, the implementation of the classroom “at different levels,” the purpose of teaching In
5、 accordance with the new curriculum focus on “individualized, layered to improve, so that top students can eat, Zhong Dengsheng eat well, less advanced students had requested to achieve the overall optimization of the class” requirement to carry out the “layered” teaching activities. We know that in
6、 real life any one of the students have their own personality, his character, intelligence and physical condition is not always the same, which also appeared in outstanding student in the class, Zhong Dengsheng, and so-called backward students. To do this teachers Shi teaching process, should implem
7、ent the “three basic principles” in order to motivate teachers and students to achieve the development of organically. One student intelligence combined with the principle of non-intellectual factors. Second, in teaching the students to propose a unified requirements and objectives. combined with th
8、e teaching materials and a reasonable set of teaching students to understand the content, so that each group of students in 3the class to develop relatively independently. Third, the mathematical knowledge flexibility to adapt to different levels of students and each student understanding of the dif
9、ferent stages. eventually enable every student to realize that differences in academic achievement is an objective reality, by steps are intended to present each student designated zone of proximal development, abilities, and ultimately narrow the differences and common progress, to achieve the over
10、all optimization of the class. Second, the “hierarchical” method of teaching . Lesson planning should be “hierarchical.” Lesson preparation, teachers carefully study materials, grasp the nature of the problem, understand the knowledge of the occurrence, development, formation, setting reasonable cog
11、nitive levels: the image of the memory content set to the first steps to ensure that backward students “eating out”, abstract understanding of content as the second step, the middle students “eat well”, the knowledge content for the third expansion step, to meet the excellent students “have enough t
12、o eat.” For example, the first two days “ similar secondary radical definition of “teaching the 4three steps are: (1 instance the introduction of similar secondary radical definition, give positive and negative cases of repeated understanding, (2 customized applications, to fully understand the” sim
13、plified, by prescribing the same number of secondary radicals “, both sets of secondary radical is not the most simple example of the understanding, (3 Extension of the definition, the definition from the same secondary radical radicals similar definition found in the general (do not do the new requ
14、irements of the teaching body. arranged job, I will Exercises are divided into extra-curricular extra-curricular problem sets and material B super-group the basic problem-based exercises to A basic theme-based group exercises to practice questions and exercises most of the A group based at least que
15、stion, in order to satisfy the the requirements of all students homework, and teaching materials supporting the teaching and exercises all the letter. Links to free paper download http:/2. lecture “level of”. “layered” Teaching Method to follow Deep Youyidaonan laws of general lectures on the basis
16、of the arrangements in the knowledge and time to do a greater improvement. to the new medium, the three steps 5into a section of both independent, but also a coherent so that students are three steps in the cascade understand their role in learning, and the development of thinking from the orientation effect. The first time arrangement, the first and second step of the teaching time to be fully guaranteed generally 25 to 30 minutes. This will ensure Zhong
