1. Make full use of students' differences in classroom teaching
Different people have different characteristics and different students have different talents, so classroom teaching must not be full of water. Because teaching is different from material production, teaching objects (students) are living people, they have potential initiative, and each student has different needs. This requires teachers to establish a correct view of students, that is, to believe that every student can learn mathematics well. In teaching, more open questions should be designed to reflect the hierarchy of content and the uniqueness of answers, so as to meet the different needs of different students in learning mathematics. The so-called mathematical open problems generally refer to mathematical problems with incomplete conditions, unique answers or unique problem-solving strategies. This kind of question is very helpful to stimulate students' interest in knowledge and thinking of seeking differences, so that students can display their talents and specialties on their own basis and diversify their problem-solving strategies. In the process of teaching, teachers carry out hierarchical teaching according to students' cognitive level and learning level. There are three levels to reflect students' learning differences: one is to find one or more answers; The second is to find all the answers; Third, all the answers can be expressed regularly and orderly. In this way, students of different levels can improve their mathematics ability to varying degrees. The multidirectional and divergent nature of open questions is conducive to cultivating students' innovative consciousness, highlighting children's personality and meeting the needs of different students.
2. Fully respect students' differences in the choice of learning methods.
The difference of students' learning ability is objective. Teachers should face up to this difference, respect this difference, give students the opportunity to choose their own learning methods, and let students actively participate in the learning process, so as to obtain differentiated development. Teachers should establish a correct view of students, one of which is "allowing students to learn mathematics in their own way". The "algorithm diversification" in the new curriculum concept embodies this point well. There are different ways to know and understand mathematics, so that students can understand mathematical problems in a proper way and control and solve them in their own way. Some methods are the best for adults, but different students have different feelings. Teachers should take this into full consideration when designing teaching, respect students' subjective differences, and give students the opportunity to choose learning methods suitable for their own personal characteristics, and don't impose adult learning methods on students. For example, the abdication subtraction within 20 is 15-9. From the point of view of adults, the method of "addition and subtraction" is the best, which can quickly calculate numbers according to the internal relationship of addition and subtraction. However, it is difficult for students to think of this method without the inspiration and guidance of teachers. On the basis of hands-on operation, different students use different methods, such as subtracting one by one from 15:15-5-4 = 6; Use 10-9+5=6, etc. Some methods may seem slow to adults, but because they are the result of students' independent exploration, they are very impressive and beneficial to students. In the process of comparing their own algorithms with others', students will learn to give up and choose, so that different students' cognitive level and learning ability can be developed accordingly on the original basis.
3. Give full consideration to students' differences when designing homework.
When designing homework, teachers should also give full consideration to students' differences and design homework at different levels, so that students at different levels can gain something and get different development. Considering students' differences does not mean passively adapting to students' differences, but trying to make all students work hard without bringing too much pressure, so that each student's learning potential can be fully developed on the original basis. In the usual homework assignment, the teacher can assign mandatory questions and multiple-choice questions. Students can make choices according to their own learning situation. Students who have the spare capacity to study have a good grasp of the basic knowledge, are able to integrate and have the ability to complete the selected topics. Moreover, the topic selection is challenging, which is conducive to stimulating their interest in learning. Ordinary students only need to complete imitation exercises and slightly changed topics, which can enhance their self-confidence in learning. After learning the simple calculation of decimal multiplication, I designed three levels of star homework:
A star: (1) 5.4× 72+5.4× 28 (2) (1.25+2.5) × 4.
Two satellites: (1) 5.4× 99+5.4 (2) 7.5×10.1.
Samsung: (1) 7.4× 5.6+7.4× 5.4-7.4 (2) 8.4× 7.2+0.84× 28.
This kind of homework design is flexible, and students can choose according to their own knowledge level and comprehensive ability to use knowledge, which not only meets the learning needs of students at different levels, but also enables students at different levels to obtain successful experiences.
4. Fully acknowledge the differences among students in teaching evaluation.
The differences between students exist objectively. The function of education is not to eliminate differences, but to recognize and respect differences, so that every student can get maximum development on the original basis. The main purpose of evaluation is to stimulate students' learning and promote their development, rather than dividing students into three grades according to their academic performance. The correct view of students is "no poor students, only differences". When evaluating students, teachers should not simply take test scores as indicators, but should examine students in many ways. It is necessary to examine students' mastery of knowledge and skills as well as their independent thinking ability, problem-solving ability and practical ability. We should pay attention to the level of students' learning mathematics, and pay more attention to their emotions and attitudes in mathematics learning activities. We should not only pay attention to students' learning results, but also pay attention to students' learning process. The evaluation of students should vary from person to person, from time to time and from environment to environment. Targeted and artistic evaluation is conducive to students' recognition and acceptance of evaluation, the development of students' personality and the stimulation of their potential. Students with good foundation and rapid progress have strong self-confidence, and their evaluation should be strict. They are not only required to correctly answer and complete the tasks assigned by teachers, but also required to solve problems in different ways. Students with learning difficulties have poor foundation, slow progress and strong sense of inferiority. We should try our best to find their bright spots, evaluate them with inspiring language, help them build up confidence, improve their interest in learning, and let them always get the joy of success. For example, in class, as long as students with learning difficulties raise their hands, the teacher should try to let them speak. If they get the right answer, the teacher will say "You are great". If they get the wrong answer, the teacher will encourage him to "think again and believe you can do it". For excellent students, when answering difficult questions, the teacher said, "You are really good, you are really a smart student" and "You are really amazing", so that every student can get the joy of success.
In short, we should attach great importance to the individual differences of students, pay attention to their development and attach importance to their dominant position in teaching; Pay attention to individual differences and different needs to ensure that every student benefits.