Everyone is familiar with this paper in all fields. The thesis is a rational article that carries out research in various academic fields and describes academic research results. Do you know how to write a paper correctly? The following is my analysis paper on the hierarchical teaching mode of primary school mathematics, hoping to help everyone.
Analysis of Hierarchical Teaching Mode of Primary Mathematics 1 Hierarchical Education of Primary Mathematics is not to divide students into three or six grades, nor to give up students who are not good at learning. Every child is an independent and complete individual, and each child's acceptance ability will be different. What we have to do is to make different learning plans and teaching plans according to the different acceptance abilities of each primary school student. The hierarchical education of primary school mathematics can improve students' learning self-confidence and their logical thinking ability and cognitive ability by adopting different personalized teaching methods for different students, thus effectively improving their academic performance and improving the teaching quality of primary school mathematics.
First, the significance of hierarchical teaching method in primary school mathematics teaching
Hierarchical education is highly targeted in the whole primary school mathematics learning, taking into account the learning habits of different students, which can cultivate children's interest in learning mathematics, better improve students' mathematics scores and improve teaching quality.
(A) the hierarchical teaching method fully embodies the teaching concept of teaching students in accordance with their aptitude. Hierarchical education can distinguish students with different learning levels, avoid the traditional stereotyped teaching methods and respect each student's different acceptance ability, which is helpful to improve students' academic performance and improve the learning efficiency of primary school mathematics. At the same time, compared with the traditional teaching method, the hierarchical teaching method is more reasonable, and different teaching methods are adopted for different students, which conforms to the concept of teaching students in accordance with their aptitude and is more conducive to the growth of students.
(B) Hierarchical teaching method is conducive to improving the effectiveness and pertinence of teaching. In a school, each student's learning ability is different, and children of different ages and families are also different in their sensitivity to mathematics. In this case, mathematics teaching should be targeted. In the process of hierarchical teaching, different teaching plans can be implemented for different students according to the differences of each student through scientific and effective methods, so as to improve students' self-confidence in learning mathematics and improve their academic performance. In hierarchical teaching, we should constantly observe students' learning situation and adjust learning plans and learning objectives synchronously according to the changes of students' situation.
(3) The implementation of hierarchical teaching method is conducive to the improvement of teachers' professional quality. The improvement of teachers' teaching level depends on the continuous practice in the whole teaching activity, and the teaching experience is accumulated through practice, thus improving teachers' professional quality and teaching level. The idea of hierarchical teaching advocated by our "Primary School Characters" is to provide a stage for teachers to improve themselves. Teachers can fully exercise their talents and enrich their teaching experience on this stage, thus improving their professional quality.
Second, the specific application of hierarchical teaching method in primary school mathematics teaching
Through the hierarchical education of primary school mathematics, different education schemes can be put forward for different students, which is more targeted to students and more efficient to improve their mathematics academic performance. (A clear teaching requirements, the establishment of hierarchical teaching objectives. The hierarchical education of primary school mathematics education is more targeted to teaching, which embodies the principle of teaching students in accordance with their aptitude. Primary school mathematics teachers should set different educational goals for different students when implementing hierarchical education. For example, for students who have a good foundation in mathematics or have a strong ability to understand and accept mathematics, teachers can expand after class after completing the established teaching objectives, so that students can learn flexibly and better understand the contents in textbooks, laying a foundation for future mathematics learning. For students with poor math scores and weak comprehension, teachers' teaching objectives should focus on mastering the contents required by the syllabus. In this mode, teachers should always pay attention to the changes of students and adjust teaching objectives in time according to these changes.
(B) the teaching mode and content should be hierarchical. The most direct requirement of hierarchical teaching is to formulate different learning contents for students who don't study mathematics, and make appropriate adjustments and changes according to their situation. How to change this point is the top priority of hierarchical teaching. When making changes, students with a good foundation in mathematics learning should increase the difficulty of learning content and avoid ignoring mathematics learning because of low learning difficulty; For students with poor academic performance, we should strengthen the study of basic teaching to avoid losing self-confidence in learning mathematics because of great difficulty. In the setting of content, we should grasp students' attention through different teaching contents, so as to better implement the hierarchical education of primary school mathematics and improve students' academic performance.
(3) Hierarchical counseling. In the arrangement of homework, the hierarchical education of mathematics should also be emphasized. For students with good foundation, the role of extracurricular tutoring is to satisfy their thirst for knowledge of mathematics. For students with poor grades, the main purpose of extracurricular tutoring is to find out the missing and fill the gaps, so as to better improve their academic performance.
Three. Concluding remarks
To sum up, hierarchical teaching, as a new model of primary mathematics education, is of great significance in our teaching practice. In the process of stratified teaching, our teachers should pay attention to people-oriented, adopt different teaching methods for different students, and be careful when distinguishing. Practice has proved that the hierarchical education of primary school mathematics can effectively improve the grades of primary school students in China and promote the development of primary school mathematics education in China.
Abstract: With the gradual inheritance, development and evolution of teaching ideas, hierarchical teaching has gradually become an important teaching method in primary school mathematics teaching. Hierarchical teaching fully considers the differences of students' qualifications and learning comprehension ability, and helps students to improve their learning ability in an all-round way to a certain extent, thus improving the teaching effect. The application of hierarchical teaching in primary school mathematics is analyzed and discussed.
Keywords: stratified teaching; Mathematics teaching in primary schools; Ask questions; homework
In modern teaching, teachers should pay special attention to the differences of students' learning ability. Different students have different abilities to understand knowledge, so teachers need to "treat them differently" and adopt diversified methods suitable for students at all levels. This teaching method is called hierarchical teaching. Hierarchical teaching fully takes care of students' differences in knowledge level, basically meets students' different requirements for knowledge points, and improves teaching efficiency. Then, how to apply hierarchical teaching in primary school mathematics teaching to make it play its greatest role?
First, teaching stratification
Confucius paid special attention to teaching students in accordance with their aptitude in teaching. In other words, students with different qualifications should adopt different teaching methods and hold different teaching requirements. Just as primary school students can't be asked to do college students' problems, students at different levels should have different teaching requirements in the same teaching stage. There are top students, middle students and underachievers in the class. Teachers can't try to teach students of different levels in a single way. If teachers adopt a single teaching method, some students can adapt and some students can't, it will lead to the gradual increase of students' differences and differences, and the overall level of students will not be improved, so that teachers will gradually fall into a teaching deadlock and many students' learning will stagnate.
In view of this situation, mathematics teachers should stratify teaching methods, reasonably allocate different teaching methods when preparing lessons, and make them blend with each other. For example, if there are many qualified students in the class, when adjusting teaching methods, on the basis of basic knowledge, increase the proportion of teaching that helps to expand thinking; If there are many students with low academic qualifications, we should try our best to adopt teaching methods that are easy to understand and loved by students. On the basis of enhancing interest, we should consider strengthening students' understanding of knowledge points and promoting the orderly development of primary school mathematics teaching.
Teachers can also help students establish their own mathematics learning goals on the basis of their learning level. For example, in the performance test, top students need to reach more than 90 points, middle students need to reach more than 80 points, and underachievers need to reach more than 70 points. They should not be too tough, unify hard indicators, and encourage them to make continuous progress, break through and step by step on the basis of meeting the requirements, so as to receive good teaching results.
Second, ask questions in layers.
In primary school mathematics class, teachers should master the level of each student roughly, adopt different teaching methods and put forward different learning requirements, which is to pave the way for classroom questioning. After stratification in teaching, teachers can ask questions more pertinently. Hierarchical questioning is a special performance art in primary school mathematics classroom teaching. Not all questions are beneficial to teaching. It is a waste of time to ask trivial and unrepresentative questions, and it is also a waste of time to ask the most basic knowledge points of top students or the most complicated math problems of underachievers. Every student's knowledge reserve is different, and they have to accept different levels of questions to get knowledge tests.
As a primary school mathematics teacher, we should reasonably divide the levels of questioning, stimulate students' potential through questioning, and equate questions with students' quality level, so that students' questions not only need to answer the basic knowledge they have learned, but also need to challenge and improve students' mathematical thinking. For example, if you ask top students, you must have high requirements for answers, not only correct answers, but also strict problem-solving steps, and you can accurately put forward the knowledge points involved. When asking questions about underachievers, the requirements can be slightly lower. On the basis of correct thinking, teachers should guide them to form correct problem-solving steps. Over time, the math level of underachievers can be greatly improved.
Third, homework stratification.
There are usually two kinds of homework. One is after-school homework, which arranges students to test their acceptance of knowledge points after the teacher explains a course. One is homework before class, that is, teachers delimit the scope of new knowledge they need to know in advance before entering the next new course, so that students can preview their knowledge in advance to reduce the difficulty of the progress of new knowledge points in class. Whether it is homework after class or homework before class, it is to help students improve their learning level. However, improper distribution cannot achieve the ultimate goal of distribution.
When assigning homework, teachers should reasonably arrange different types of topic tests according to students' performance in class and the proportion of students with different qualifications, taking the students as a whole as the standard, including both basic questions and improved questions, which are both consolidated and expanded. When assigning homework, teachers should make clear the requirements for each student and mark the basic questions and improvement questions. For top students, the completion rate and accuracy of homework should reach more than 90%, while for underachievers, the minimum requirement is to complete the basic questions. After completing the basic questions, consider the idea of improving the questions and continuously improve the completion rate and accuracy. In this kind of teaching activities, teachers need to work hard to ensure that students consolidate their knowledge and improve their knowledge. The arrangement of homework is not quantity, but quality.
The application of hierarchical teaching in primary school mathematics should be highly valued, and coordinating the knowledge level of each student requires teachers to pay attention to and understand the students as a whole in daily life. With the continuous advancement of curriculum reform, the role of hierarchical teaching in primary school mathematics will gradually increase, and the continuous improvement of hierarchical teaching level can better promote the development of primary school mathematics.
Analysis of Hierarchical Teaching Mode of Primary Mathematics Abstract: In teaching practice, students in the same class have obvious differences in learning due to innate quality, educational influence and subjective efforts. The classroom teaching adopts unified requirements, unified content, unified process and unified teaching methods. This "one-size-fits-all" teaching method can not meet the learning needs of all kinds of students, which seriously suppresses students' enthusiasm for learning and greatly affects the improvement of classroom teaching quality. Therefore, the application of hierarchical asynchronous teaching in primary school mathematics teaching is imminent.
Keywords: layered asynchrony; Primary school mathematics; Prepare lessons; Testing and evaluation
First of all, students are stratified
According to students' intelligence level, knowledge base and learning attitude, students are divided into three levels: A, B and C for teaching. A layer is an excellent student with good intelligence, excellent study habits and strong ability to accept knowledge. Grade B is a middle school student. They are in the majority in the class and have average intelligence, but they have good study habits, correct attitude and high enthusiasm for learning. Grade C is a student with learning difficulties, which is the most headache for teachers, that is, problem students. They have unclear learning attitude, poor study habits, dislike learning and often play truant. Students at all levels have different learning requirements, learning contents, learning methods and classroom questions. In the classroom, they are allowed to promote their own learning at their own appropriate speed and process, and give full play to the learning potential of all kinds of students. Of course, this grouping is not static and can be adjusted separately if necessary. For example, several students have been around 70% in math, but they work hard. After several months of hard work, they all caught up and were promoted to Group A. There was another student who had good intelligence and bad study habits, and was still a left-behind child. On the one hand, I encourage him to give him guidance, and at the same time, I strictly demand to manage him. If I don't understand, I ask him, and my homework must be completed on time. After a semester's hard work, his grades are above 90 points every time.
Second, teaching stratification.
Hierarchical teaching is the most critical, difficult to operate and creative part of hierarchical asynchronous teaching. Flexible and effective teaching methods should be adopted to make students of different levels reach the standard asynchronously. 1. Prepare lessons at different levels and design teaching methods at different levels. I try to prepare for each class at three levels, some detailed and some brief, but they are all prepared at three levels to meet the needs of students at different levels. 2. Hierarchical teaching adopts the teaching mode of "combination" (reviewing old knowledge and introducing new knowledge)-"division" (learning new knowledge and consolidating exercises)-"combination" (feedback and feedback, class summary)-"division" (classroom work and patrol guidance), with specific forms and flexibility. Learning from the compound teaching mode and combining static and dynamic teaching can benefit students at different levels, and achieve the purpose of developing top students, improving middle students and helping students with learning difficulties. For example, when teaching "Basic Properties of Proportion", we know the names of all parts of the proportion, and use "sum" to let the whole class participate in the discussion and study, and get the basic properties of the proportion: the product of two external terms is equal to the product of two internal terms. Then, I use "dot" to let students of C and B write a simple ratio at will and work out the ratio. Finally, let the students of A write the proportion according to the proportion and form the proportion. In the class summary, I also use "combination" to let all students participate in it, express their opinions and talk about the gains of this class. In the consolidation exercise, I use "point" to let the students of Grade C use the basic nature of proportion to judge whether it can constitute a proportion and find the proportion; Grade B students will write in proportion of "2×9=3×6"; If A×2=B×4 is enough for students on the first floor, then a ∶ b = () ∴ (); If a: b = 4: 2, then A=4 and B=2. Is this statement correct? Why? So what else can A and B be? What did you find? In this way, through hierarchical asynchronous teaching, poor students have more time for teachers to help them directly when learning new knowledge, and their learning guidance is more targeted. The phenomenon of "accompanying students" in the past has been solved, and the class has gained something, and the interest in learning has been greatly improved. 3. Hierarchical questioning Ask some difficult and abstract questions to top students, and use competitive evaluation to let them constantly surpass themselves. Ask simple basic knowledge questions to students with learning difficulties, let them improve through hard work and take encouraging evaluation to protect their self-esteem and make them love learning. For example, after learning Cyclic Decimal, I give my A-level students a suggestion: compare the quotients of 400÷75, 28÷ 18, 78.6 ÷1. What did you find? These questions are difficult and abstract, which can fully stimulate the exploration desire of top students. For students of Grade C, do you know the characteristics of cyclic decimals after learning them? These simple questions can be answered by students, and they have a sense of accomplishment and become fond of learning. Due to students' strong interest in learning, enthusiasm and steady improvement of academic performance, the final exam results are in the forefront of the same grade every year. 4. Layered practice Every homework should be designed in layers, and the basic questions, key questions, error-prone questions and extended questions should be carefully designed. Basic questions, key questions and error-prone questions are for all students, focusing on consolidating basic knowledge and skills; The expansion problem is aimed at A-level students, focusing on developing intelligence and broadening thinking. In addition, some questions have different requirements for students at different levels. Students at C and B levels only require one question, while students at A level require multiple solutions.
Third, evaluation stratification.
In the usual exams and final exams, students with learning difficulties are only required to do basic questions, and top students are required to improve. Let students at all levels play their respective levels and abilities in the exam, so that they can gain something and experience the joy of success. In short, by effectively organizing the teaching of students at different levels, teachers' teaching organization ability, classroom teaching ability and teaching level have been greatly exercised. In addition, students' autonomous learning ability is also generally enhanced. In the combination-division-combination-division teaching mode, students' autonomous learning ability is generally enhanced and improved after a period of exercise, because they learn new knowledge in the "divided" class hours, and most of the "divided" class hours are students' autonomous learning.
Abstract: Based on the connotation of hierarchical asynchronous teaching in primary school mathematics, this paper analyzes the implementation strategies of hierarchical asynchronous teaching in primary school mathematics, including the division strategy of students' layers (groups), the strategy of target design and selection, the strategy of hierarchical questioning, the strategy of individual guidance, the strategy of hierarchical practice and the strategy of cooperation and mutual assistance.
Keywords: primary school mathematics; Hierarchical asynchronous teaching; tactics
In the process of primary school mathematics teaching, hierarchical asynchronous teaching is an important teaching method. In practice, teachers are mainly present to implement tutoring teaching, and students study under the guidance of teachers. This method is mainly embodied in the learning process and practice process. The learning process means that students learn to study independently, review in time after class, finish their homework and make a good summary. The practice process means that students can carry out practical operations, master relevant skills, correct their learning attitude and learn to draw inferences from others.
First, the connotation of hierarchical asynchronous teaching of primary mathematics
The so-called layered asynchronous teaching mode refers to dividing students into different levels of study groups according to their learning acceptance and academic performance, and guiding the teaching of study groups according to the difficulty of teaching materials. According to the personality and potential of different students, different levels of teaching methods are adopted, so that students can find their own learning methods according to their acceptance and better master the teaching content. This model breaks through the limitations of classroom teaching and fully mobilizes students' enthusiasm. In order to build an excellent class with balanced learning ability, students can be divided into three categories: A, B and C. Class A is autonomous learning, Class B is exchange learning, and Class C is discussion between teachers and students. Through this teaching mode, we can achieve the teaching purpose, and at the same time, students can cooperate together, learn from each other and learn from each other's strengths.
Second, the implementation strategy of hierarchical asynchronous teaching in primary school mathematics
(1) Division strategy of student layers (groups) In the process of carrying out hierarchical asynchronous teaching activities, first of all, teachers should fully understand and master the comprehensive situation of students, including their study and living conditions. Secondly, according to the actual situation of the investigation. Teachers divide students into three levels: A, B and C. Different teaching methods are used to teach different teaching contents according to students at different levels, so that students can better master the learning contents.
(2) Goal design and selection strategy In the design and selection of teaching goals, the goal gap between different levels should not be too big, and students at corresponding levels should be able to achieve their goals. Teachers can choose goals in two ways: one is to put forward different teaching standards for the same teaching content for students of different levels; The second is to set different goals for students at different levels. In short, teachers should seize the gap in the design of teaching objectives, do a good job in the design and selection of teaching objectives, so that students at different levels can fully grasp the content of teaching materials and achieve teaching objectives.
(3) Stratified questioning strategy In the process of developing autonomous learning teaching activities, teachers should pay attention to the application of stratified questioning strategy. Teachers need to fully grasp the purpose of asking questions, pay attention to the questions raised by students, and guide students to enter the learning state according to the questions raised by students, guide students to conduct in-depth research and discussion on this issue, and find out the solutions to the problems. In the process of setting questions, teachers can first ask difficult questions, and gradually throw out ideas to solve difficult problems when most students are difficult to solve, and then guide students to think. This can more effectively expand students' thinking ability and arouse their learning enthusiasm.
(4) Individual guidance strategy Individual guidance is an important part of hierarchical asynchronous teaching mode, which mainly provides individual guidance to students with different learning abilities, making the teaching plan more targeted. Teachers should pay attention to the following three issues in the process of individual guidance: first, strengthen the guidance of students' learning transition stage; The second is to strengthen the guidance of students' learning classification stage; The third is to strengthen the guidance for students in the extended learning stage.
(V) Stratified Practice Strategy In the process of carrying out mathematics teaching activities in primary schools, teachers should not only strengthen individual guidance and purposeful teaching for students, but also strengthen students' after-school exercises. When teachers practice after class, they can usually be divided into autonomous exercises, selective exercises, transitional exercises and parallel exercises. According to the actual situation of different students, we can choose appropriate practice strategies. Consolidate what students have learned through after-class exercises and improve their autonomous learning ability.
(VI) Strategy of Cooperation and Mutual Assistance In the process of carrying out mathematics teaching in primary schools, teachers can adopt the strategy of cooperation and mutual assistance, that is, good students help poor students and give full play to their collective learning advantages. When discussing common problems, in order to promote the learning enthusiasm of students with poor academic performance and guide their thinking development, teachers can let students with good academic performance answer first, so that students with poor academic performance can learn how to analyze problems and promote the development of students with good academic performance.
(7) Differentiated evaluation strategy can effectively stimulate students' learning enthusiasm and initiative by giving corresponding evaluation and affirmation to students' learning attitude and learning ability. Therefore, it is very important for teachers to adopt differentiated evaluation strategies according to students' different knowledge and learning situation, which can not only better grasp students' learning situation, but also improve students' cognition of their own knowledge. Differentiated evaluation can be carried out by stratified examination and in-class test.
Third, the conclusion
In order to improve students' learning ability and arouse their learning enthusiasm, in the process of carrying out classroom teaching activities, teachers must master each student's learning situation, understand the gap between students, understand each student's personality characteristics, and carry out hierarchical teaching according to each student's characteristics, thus effectively promoting students' sustainable development.
;