The so-called average student? It is a student between poor students and excellent students, but its boundary is vague and easy to distinguish. As far as ordinary students are concerned, they also have the potential of top students, and even have superior advantages in some aspects, but for various reasons, they are in a medium state in some periods and under some conditions. Therefore, according to their psychological characteristics and thinking characteristics, we should teach students in accordance with their aptitude, promote their transformation into top students, and prevent them from differentiating into poor students. Only in this way can the quality of students be greatly improved, and then the quality of the people can be improved. Teaching students in accordance with their aptitude and promoting the improvement of middle school students' mathematics quality also have problems of generality and individuality. Therefore, it is necessary to analyze specific problems in teaching and teach students in accordance with their aptitude. It is suggested to start from the following aspects to promote the improvement of middle school students' quality. 1. Creating a good opportunity to stimulate middle school students' interest and enthusiasm is the mainstream of middle school students themselves and the key factor for them to become top students. Therefore, teachers should create good opportunities for their transformation and create conditions for them to show their talents and wisdom. Attention should be paid to the use of inspiring language in class and respect for students' personality. If you please answer, good. Please think about it, please sit down and wait for emotional language. We should affirm the progress of middle school students in time, so as to ignite the fire of hope in their hearts, develop their potential and inspire their minds, so that they are full of joy in every class because of the teacher's concern and respect, and full of confidence in learning mathematics because of their direct pursuit of goals. For example, Li Xi and Xu Jin, Grade Two students, either sleep or like to talk when they start their math class. The reason is that they have a poor foundation and can't understand it. At the beginning of this semester, I reminded them that this semester's course is new and has nothing to do with the previous content. There are no basic problems. Let them answer simple questions in class to help them enhance their self-confidence. Now their math is much better than before. 2, hierarchical guidance, classification promotion, help positive students form good psychological quality (1) For positive students who meet the status quo, we should guide them to overcome two tendencies. First, keep up with the top students and don't lose heart; One is to compare with poor students, but don't be complacent. Educate them to realize that the psychological state of not striving for the first place, not falling behind, not seeking for nothing, but seeking for nothing, is endless harm to their present and future study and even their lifelong development. In addition, we should help them to establish a strong sense of self-esteem, self-confidence, dedication and responsibility, and help them to know themselves, improve themselves, surpass themselves and strive to achieve their goals. (2) For secondary school students who have the psychological characteristics of being difficult to make progress, when they encounter difficulties in their studies and want to back down, teachers should avoid cynicism and indifference, but should enthusiastically help them analyze difficulties, face them squarely, enhance their courage to overcome them and find ways to solve them. For such students, on the one hand, I give them ideological and spiritual encouragement. If I often let them say "I can do it", I will certainly be able to do it. We know that self-confidence can satisfy self-esteem, and self-confidence needs to be cultivated consciously to cultivate their will to advance despite difficulties and face them directly. On the one hand, practical help and in-place guidance are given to specific problems in mathematics learning. In the teaching process, the teaching methods of low starting point, small steps, more training and diligent feedback are adopted, and different students are required to answer different questions and do different exercises. (4) For students who are afraid to behave like ordinary students, the requirements should not be too high. We can break down a complex problem into several basic problems, let them fight independently, or even do two small problems, and gradually improve their courage and ability to think and answer questions. 3. Emphasize teaching methods and cultivate innovative thinking ability. The weak mathematical thinking ability of middle school students is mainly due to the problem of methods. Therefore, it is particularly important to help them establish correct learning methods and master mathematical methods. In teaching, teachers should abandon the scripted lecture mode and explain the clues of discovering theorems, the transformation of problems in solving problems, the process of solving problems, and naturally occurring associations and conjectures. For example, when studying Pythagorean Theorem, the author requires students to draw a right triangle with two right-angled sides of 3 and 4 respectively according to the actual situation of students, and then measure the hypotenuse, and draw the conclusion that the hypotenuse is equal to 5, which is obtained in the same way. At this time, under the guidance of the teacher, students will naturally guess that the sum of the squares of the two right angles of a right triangle is equal to the square of the hypotenuse. Since the conjecture is obtained by students through experiments, it is the spontaneous need of students to prove the correctness of the conjecture. At this time, students are required to use the paper model prepared in advance according to the method of the textbook: eight congruent right triangles with right angles A and B and hypotenuse C, and squares with three sides A, B and C respectively, so that students can participate in the process of theorem exploration and theorem proof, which greatly stimulates students' curiosity and thirst for knowledge, and also allows them to experience the joy of guessing success in this process. In teaching, in the stage of knowledge generation and cognitive arrangement, students are allowed to participate in the formation of concepts, the acquisition of mathematical principles and rules, and the choice of mathematical methods, and students are trained to use their learned knowledge and experience to guess, imagine, classify, summarize and analogy, requiring students to master the basic ideas of studying problems and the basic methods of solving problems, and learn to preview and listen to lectures with questions; Learn to review, summarize and organize, and learn new things by reviewing the old ones; Learn to think independently, overcome rote memorization and master memory skills. Gradually complete the process from learning to learning, so as to really improve the thinking ability and mathematics literacy of middle school students.