The principle of individualized teaching is the most basic requirement for implementing quality education and promoting students' all-round development. It means that teaching should proceed from the reality of students, make the depth, breadth and progress of teaching suitable for the knowledge level and acceptance ability of most students, and at the same time take care of the personality characteristics and differences of the students to be taught, so that each student can be fully developed. Starting from the reality of students, teachers make the depth, breadth and progress of teaching suitable for students' knowledge level and acceptance ability, and at the same time consider students' personality characteristics and differences, so that everyone's talents and conduct can be developed. In different learning situations, the learning performance of students with different types and abilities is extremely complicated, which requires teachers to design teaching methods according to their own experience and intelligence.

First, the principle of teaching students in accordance with their aptitude

1. Teachers should pay attention to observing and analyzing students' learning characteristics.

Students' performance in problems is particularly worthy of analysis, from which we can find their unique cognitive characteristics and motivation tendency. Teachers should ask more questions, such as: Why are you confused and where are you trapped? Why do the same types of errors always occur? Why is there an abnormal phenomenon? The obvious smoothness of students' learning is also worthy of attention and analysis. From this, we can find out what kind of problems students are good at solving and their motivation for learning, and analyze under what circumstances students are particularly successful and what characteristics they have in thinking and understanding. Through observation and analysis, we can find the characteristics of students.

2. Treat students with poor academic performance, make specific analysis and treat them differently.

Some students have poor academic performance because of low thinking level, some students have poor academic performance because of the limitation of learning methods, and some students have poor academic performance because of the obstruction of learning motivation. In practice, motivation, ability and style are intertwined and influence each other. So we must start with the encouragement, maintenance and guidance of learning methods. For students with low ability, it is particularly important to take different measures to make them study with self-esteem and confidence.

Second, teaching students in accordance with their aptitude.

First of all, teachers should fully understand students' general knowledge level, acceptance ability, learning atmosphere, learning attitude, as well as each student's interests, hobbies, knowledge reserves, intelligence level, ideological and physical characteristics, so as to proceed from reality and carry out teaching in a targeted manner.

Secondly, in teaching, we should not only focus on the collective teaching of the whole class, but also be good at giving consideration to the individual students, so that each student can develop accordingly.

Finally, according to students' personality characteristics, different requirements are put forward. On the basis of educational practice, the best scheme suitable for students with different personality characteristics is designed and applied, and the method of teaching students in accordance with their aptitude is created and implemented as an educational principle in daily teaching.

Third, guide students with correct strategies.

1. fully reflects the subjectivity of students and allows students at different levels to learn actively.

(1) Divide students into different levels.

Teachers should investigate students first. On the basis of investigation and analysis, according to the differences of students' intelligence factors and sub-intelligence factors, the whole class is divided into three levels: high school and low school. Teachers should know exactly which students belong to which level and should not disclose them to students. Otherwise, it may encourage the pride of "high-level" students and dampen the self-esteem of "low-level" students. In hierarchical teaching, teachers should not only pay attention to students' commonness, but also pay attention to students' individuality, so as to combine commonness with individuality. For underachievers, we should combine strict love, ask more questions in class, let them practice more, guide more and inspire more, let them do some basic topics, find their bright spots, praise them in time, enhance their self-confidence, improve their interest in learning mathematics, and thus mobilize their initiative in learning. Treat students who have the spare capacity to study and have flexible thinking, let them do more comprehensive and thoughtful topics, complete more difficult topics and satisfy their thirst for knowledge. It is necessary to organically combine collective teaching, group discussion and individual guidance, mobilize each student's learning enthusiasm to the maximum extent, gradually make them meet the teaching requirements, continuously improve each student's knowledge and ability, develop each student's intelligence and wisdom, and fully reflect the students' subjectivity in learning, thus improving the quality of education and teaching on a large scale.

(2) Preparing lessons at different levels

When preparing lessons, teachers should adopt different teaching forms and methods according to the teaching content and teaching purpose; For the same teaching purpose and teaching content, different teaching requirements should be put forward according to different students' acceptance ability. It is necessary to choose different teaching methods and questioning methods, carefully design questions, highlight teaching key points, break through teaching difficulties, pay attention to inspiration, induction and gradual improvement, and ensure that teaching materials and students are ready.

(3) Derivative credit rating

Every student's learning attitude, study habits, personality, character, willpower, emotion, hobbies, ability and so on are different. Therefore, when guiding students, teachers should give different guidance methods to students at different levels according to the actual situation of students in this class and the content of teaching materials.

① The degree and requirements are different.

In a class, although the whole class is learning the same content, not all students understand it to the same extent. Teachers' subjective requirements are not satisfied by all students. Only the teaching suitable for students' level can have good results. In this way, students at all levels can develop and lay the foundation for learning new knowledge.

② Group study, go hand in hand.

In specific mathematics teaching, teachers divide students into groups according to their differences, which is the so-called small class teaching model. Divide students into several groups, and strengthen counseling for "underachievers" to make them catch up with the progress; Higher requirements are put forward for the "top students" group, so that they can expand their knowledge and learn deeper. This teaching mode can give teachers time to take care of more students and help more students learn math well. In addition, because the ability level of this group of students taught by teachers is similar in all aspects, teachers can design lesson plans more pertinently, tailor-made for students at different levels, and really prepare lessons for students.

③ Carefully match the cooperation team.

Reasonable collocation of group members can help students with learning difficulties to study effectively. Teachers can set up cooperative learning groups with complementary advantages according to the differences of students' learning foundation and personality characteristics, so as to guide the students who have studied well in the class to care for and respect them together, so that they can overcome their inferiority and timidity in the eyes and words of teachers and classmates full of expectation, care and encouragement, and create a learning environment of mutual assistance, friendship and mutual learning in the class.

(4) Practice the design in different levels.

In classroom teaching, if students' exercises are handled in layers and flexibly, and more choices are provided, it will help to enhance students' learning interest and learning effect. Therefore, in teaching practice, I try my best to follow the requirements of the syllabus and combine the teaching content with the students' reality, so that all students can have exercises suitable for their own level.

2. Establishing a good relationship between teachers and students is an emotional factor to teach students in accordance with their aptitude and achieve good results.

Love for students and dedication to their posts are the requirements of teachers' professional ethics and the emotional basis and internal motivation for educating students well. Loving education and students and forming a good relationship between teachers and students can make teachers and students cooperate happily and closely. Only in an environment without fear and anxiety will students be willing to accept teaching, think positively and grow up healthily.

3. Teaching students in accordance with their aptitude should be a realm pursued by teachers.

Realm is the state in which the existence realizes existence. Specifically, the state of teaching students in accordance with their aptitude is the state in which teachers realize their existence. Because only if you love every student, will you connect your expectation psychology with every student's yearning psychology, and then teaching students in accordance with their aptitude will have all the meaning.

Teaching students in accordance with their aptitude is an educational tradition in China and a reflection of the objective laws of education. Students of a certain age have certain common characteristics in physical and mental development, and their life experiences and knowledge accumulation are roughly the same, which is the commonality of students. However, due to different students' physiological conditions, environmental influences and specific conditions of education, personality differences between intellectual and non-intellectual factors exist objectively, that is, there are differences in knowledge, ability, personality, interests, hobbies, willpower, habits, personality and learning attitude. Therefore, we must carry out educational activities according to students' specific conditions, so as to stimulate students' interest in learning and pay attention to teaching students in accordance with their aptitude.