Teaching students in accordance with their aptitude is an experimental teaching mode which starts from their individual differences and actual level, takes their "nearest development zone" as the development goal, follows the educational law of teaching students in accordance with their aptitude, and conforms to the characteristics of students' development. When implementing differential teaching, we should queue up to establish students' classified files; Set goals and form a target system of "differential teaching"; Comprehensive use of a variety of teaching organization forms, so that students' mathematical quality can reach the standard at different levels; Design different levels of classroom exercises and homework. Students in a class always have great differences in knowledge and ability, learning attitude and learning methods, and the new curriculum standard requires that our new classroom must be geared to all students, so that each student's talents can be fully developed. So how can we achieve this goal? How can we make top students "eat well", middle students "eat well" and students with learning difficulties "eat well"? The author's experience is that if we can follow the principle of teaching students in accordance with their aptitude and implement "differential teaching", the benefits will be very significant. The so-called "differential teaching" is to pay attention to both the similarities and differences of students in the same class and the differences of their individual development under the conventional class teaching conditions. In teaching, according to students' psychological characteristics and different personalities, in order to meet the needs of students' personalized learning, some form or means is adopted for teaching. Differentiated teaching can effectively cultivate outstanding students, make up for differences and make every student fully developed. First, the bottom line, the establishment of student classification files, the implementation of differentiated teaching. Teachers should first fully understand the differences between each student through various channels such as understanding student files, home visits, and classmates' discussions. Considering each student's original level comprehensively. Students are divided into three grades: A, B and C according to their learning ability and original foundation. Then according to a certain level of people, it is divided into mutual learning group, mutual help group and family learning group. The mutual learning group is students of the same level; The mutual aid group is a group composed of students of grade A, B and C at the ratio of 1∶2∶ 1. Family study groups mainly allocate students according to their home addresses. In order to prevent the negative impact of stratification, teachers should hold parent-teacher meetings on the basis of doing a good job in students' work, explaining that stratification is a means to give students with learning difficulties more learning opportunities and confidence, give full play to the advantages of top students, develop the potential of middle students, and finally achieve the goal of comprehensively improving the mathematics quality of all students, thus gaining the understanding and support of parents. It can be said that objectively dividing students' levels with a developmental vision and a fair attitude is the basis for implementing differentiated teaching. Second, set goals and form a target system of "differential teaching". When designing teaching objectives for a specific teaching content, teachers should determine a differentiated goal system that meets the requirements of the new curriculum standard according to the actual situation of students, including basic goals and hierarchical personal goals. The basic goal is the basic knowledge goal required by the new curriculum standard, which all students should achieve. Personal goals are determined on the basis of basic goals and students' original knowledge base, interests and abilities. It enables every student to develop from the current level to the "zone of recent development" and gain a successful emotional experience with their own efforts. The long-term goal is the goal of a semester or school year, and it is the best estimate that students can achieve in a year or a semester; Short-term goals are unit teaching goals and class teaching goals, and are the basis for realizing long-term goals. The long-term and short-term goals of students at different levels should also be different. If students are not interested in learning, their long-term goal is to like math classes; Students who are interested in learning, their long-term goal is to achieve good results in the Olympic mathematics competition. Third, the comprehensive use of a variety of teaching organization forms, so that students' mathematical quality level by level. To improve students' mathematics quality in an all-round way, teachers must establish a new teaching concept for all students. Class teaching, individual teaching, group cooperative learning and partner teaching can be used in teaching to meet the needs of different students and promote the development of all students. Group cooperative learning is a learning method aimed at promoting students' active learning. Group cooperation is divided into mutual learning groups and mutual assistance groups. Mutual learning groups are mainly used for new teaching, and mutual help groups are mainly used for review classes and practice classes. In this way, in the process of collaborative learning, the success of each student's study is inseparable from the success of other students. Students enjoy each other's information resources and share their learning responsibilities in an integrated relationship and cooperative attitude, which can inspire and help students with poor foundation and low interest, form a pattern of promoting strength through weakness, promote each student's success on his own original basis, and cultivate students' interest and ability in self-study. Partner learning is an A-level student with good mathematical knowledge, good eloquence and spare capacity. After proper training, become a "partner teacher" for students with poor foundation and poor learning. It stimulates students' intrinsic learning motivation through peer teaching, promotes the improvement of all students' academic performance, and at the same time cultivates students' awareness of mutual learning and help, forming the habit of mutual assistance and cooperation. In partner learning activities, teachers should complete the task of selecting partners and cultivating "partner teachers". Partner study can help every student in need in time. Individualized teaching is not simply to add individual tutoring to collective teaching, but to embody the ideas, strategies and methods of individualized teaching in teaching objectives, classroom teaching, tutoring and training, resources and environment provided. For C-level students with poor foundation and backward learning, teachers should help find out the reasons, find suitable learning methods, gradually form autonomous learning ability and achieve learning goals. Teachers who have spare capacity for learning should pay attention to extracurricular expansion, cultivate students' good study habits, and let every student get maximum development. Fourth, designing different levels of classroom exercises and homework "differential teaching" requires teachers to design exploratory and developmental classroom assignments according to the differences of students and in line with the principle of providing students with opportunities for independent exploration, and divide them into different levels in quality and quantity. "Quantity" means that the exercises and consolidation problems designed should meet the different needs of different students. We can design compulsory questions, multiple-choice questions and thinking questions to make students' exercises and homework flexible and realize the organic combination of unified requirements and teaching students in accordance with their aptitude. Students of Grade A and Grade B have no difficulty in doing this kind of problems, and the teacher requires them to do it independently. C-level students have some difficulties, and teachers must give them guidance or help from top students to finish them through hard work; Only A-level students are required to understand the extended questions such as choosing to do questions and thinking questions. This not only increases students' thinking, broadens students' thinking, but also reduces students' mental burden. In a word, differential teaching is a kind of teaching experimental mode which starts from students' personality differences and actual level, takes their "nearest development area" as the development goal, follows the educational law of teaching students in accordance with their aptitude, and conforms to the development characteristics of students. In the implementation of differential teaching in mathematics teaching, teachers should comprehensively, objectively and truly evaluate students according to their specific conditions, encourage them more and criticize them less, so that students can have a sense of self-transcendence, give full play to their learning potential and improve their quality in an all-round way.