Nowadays, many people have written papers, and there are many types of papers, including academic year papers, graduation papers, degree papers, scientific papers, achievement papers and so on. You had no idea when you wrote your paper? The following is my carefully arranged strategy paper on the implementation of hierarchical teaching in junior high school mathematics teaching, which is for reference only and I hope it will help you.

Abstract: Hierarchical teaching is helpful to improve the teaching efficiency of junior high school mathematics teachers, and it is a teaching method often used by contemporary teachers. We can carry out targeted teaching activities to meet students' learning needs, maximize students' potential, and play a positive role in promoting students' mathematics learning. This paper mainly analyzes the advantages of stratified teaching, and stratifies students' comprehensive ability, classroom teaching problems, course training methods and after-class teaching evaluation. I hope this study can provide some help for teachers' education and teaching for reference only.

Keywords: stratified teaching; Junior high school mathematics; Educational model;

The new curriculum reform has had an important impact on junior high school mathematics teachers, prompting teachers to find teaching methods suitable for students. In actual teaching, teachers' educational methods directly affect students' learning. Therefore, if junior high school math teachers want to improve their students' math scores, they should constantly explore and find an educational model suitable for students, such as conducting hierarchical teaching, actively guiding students to master math theory, and deepening their understanding of mathematics in classroom learning.

First, the advantages of hierarchical teaching in junior high school mathematics teaching

First of all, junior high school math teachers should grasp students' learning characteristics, master students' personality characteristics, guide students to learn math according to their personality, and help students set correct learning goals. In the teaching process, teachers should also highlight students' dominant position, give students enough thinking space, let them actively participate in mathematics learning, and maximize students' potential. Junior high school math teachers should also avoid giving students too much study pressure and reduce students' negative emotions. Secondly, junior high school math teachers should investigate students' preferences and habits, fully grasp students' learning characteristics, carry out targeted educational activities, pay attention to guiding students' learning attitude, attract students' attention and make them interested in math learning. Finally, teachers should set teaching objectives according to students' specific conditions to ensure that students can accept and complete the teaching plan assigned by teachers, so as to achieve the purpose of hierarchical teaching.

Second, the hierarchical teaching strategy in junior high school mathematics teaching

(A) according to the comprehensive ability of students stratified

In order to achieve the expected teaching effect, junior high school math teachers need to make reasonable plans for students to ensure the scientificity of the classroom. Junior high school math teachers should fully grasp students' cognitive characteristics and stratify students when making hierarchical plans to ensure that hierarchical teaching can be carried out effectively. At the same time, before carrying out teaching activities, we should fully investigate students, master their comprehensive situation, and teach in groups according to their comprehensive situation so that every student can receive guidance. Reasonable division of students into different groups is the educational focus of hierarchical teaching. After students are grouped, teachers should establish student files in time, determine their own teaching objectives and plans, and carry out teaching activities in a targeted manner. For example, in the hierarchical teaching of mathematics, teachers should effectively avoid the phenomenon of "labeling" students, actively guide the "students with learning difficulties" in the class, and avoid such students from feeling inferior in their studies. At the same time, teachers should encourage these students to learn mathematics, and grasp the application of educational methods in the process of grouping, so as to achieve invisible grouping and avoid students' fear of learning.

Teachers can only let students' parents and parties know their own grouping situation, do a good job of confidentiality, do not show all students the grouping situation, conduct a full investigation before grouping, and master students' basic knowledge, intellectual development level and learning attitude. Specifically, teachers can divide students into three layers: the first layer is the students with learning difficulties who are weak in mathematics foundation, lack enthusiasm and initiative in mathematics learning and can't accept the standards; The second level is middle-level students, with average intelligence, basic knowledge of mathematics, some initiative in mathematics learning, and want to learn mathematics courses well; The third layer is gifted students with a solid foundation in mathematics, high intelligence level, quick understanding of what teachers teach and correct learning attitude. The division of students' level is not consistent, and it needs to be adjusted according to students' learning situation and academic performance every semester to encourage students to be positive and strive for higher standards.

(B) the stratification of classroom teaching problems

In mathematics teaching, teachers should actively guide students, carefully set curriculum questions, cultivate students' logical thinking ability and stimulate students' creativity. When setting up classroom questions, teachers should ensure that students can understand the questions set by teachers and stimulate students' desire to explore. Junior high school math teachers should make reasonable learning plans for students according to the syllabus. Junior high school math teachers should pay attention to the rationality of asking questions and the pertinence of teaching when making plans to ensure that the curriculum design can be understood by students with learning difficulties; Promote middle school students to transfer knowledge and master problem-solving skills; Guide gifted students to sum up and apply what they have learned flexibly to the problems encountered in life. The curriculum design of junior high school mathematics should also be reasonable at different levels, so that teachers can help students with learning difficulties understand the key points of the curriculum when explaining mathematics knowledge, and also attract the attention of gifted students, so that students' mathematics scores can make breakthroughs in the classroom, and then guide students to actively explore.

Junior high school math teachers should divide the teaching content into different levels, so that students at all levels can be inspired, and at the same time, they should take care of the feelings of the whole class and guide students at all levels to explore in the direction they are interested in. Through guidance, students can think seriously and discuss in groups with questions, cultivate their ability of exploration and cooperation, and feel the joy of breaking through difficult problems. Teachers should also give students more opportunities in teaching, provide them with development space, guide students to actively explore and solve difficult problems, make them change their fear of difficulties in mathematics courses, stimulate students' enthusiasm for learning and help them solve mathematics problems. Setting questions is one of the best means for math teachers to stimulate students' interest. In the course teaching, teachers should reasonably divide the problems into different levels, guide students at different levels to think and improve their math scores in an all-round way. For example, when instructing students to learn inequalities and inequality groups, teachers should stratify the teaching plans in advance, ensure that inequalities are taught step by step, and guide students to learn from inequalities until they master the inequality groups completely with one yuan. Teachers should design questions according to students' learning situation, and the difficulty of the questions should be within the range that students can bear, so as to stimulate students' desire for learning and guide students to actively explore.

(C) Stratification of course training methods

Junior high school mathematics teachers should pay attention to the cultivation of students' practical ability and improve the rationality of students' cultivation stratification. Mathematics teachers should make a comprehensive investigation on the design of exercises to ensure that the basic knowledge learned by students in class is digested, and can guide students to actively explore and ensure the diversified development of students' thinking. Teachers should pay attention to the types of problems when arranging classroom training assignments and after-class training assignments to ensure moderate training intensity. Generally speaking, training standards can be divided into three categories: one is the type of training that requires students to master basic knowledge; First, improve students' comprehensive ability and extend basic knowledge; The last category is the training type that combines the mathematical knowledge learned by students to solve comprehensive problems. The division of students' practical levels is determined by their understanding ability and knowledge reserve ability. Usually, basic training topics are suitable for students with learning difficulties. This kind of questions can guide the thinking development of students with learning difficulties and ensure that students can break through difficult problems and get correct answers after thinking. There are few confusing contents in this kind of questions, and they pay attention to the investigation of basic knowledge and rarely set difficulties for students, so it is easy for students with learning difficulties to get the answers to the questions. For students with low understanding level and weak theoretical foundation, their knowledge mastery level can be improved. Students with learning difficulties can get the answers through simple formula application and definition analysis. The problem of improving mathematics for middle school students is similar to this part, but it is more difficult to improve the problem, so it is necessary to firmly grasp the content taught by the teacher. Although these problems are similar to those set for students with learning difficulties, they are an upgraded version of their problems, which need to be seriously considered by secondary students and cannot be taken lightly. The last category is the investigation of mathematical knowledge transfer ability, which not only requires students to understand the textbook content, but also requires students to use problem-solving skills reasonably to find the correct answer to the question, which is an extension of the textbook content. Excellent students can easily get the answers to these questions, and middle-level students can get the correct answers after thinking, but for students with learning difficulties, such questions are more difficult and it is difficult for them to get the correct results. At this time, teachers should continue to pay attention to students and urge them to master basic knowledge and understand the teaching connotation of the course.

Gradation of after-school teaching evaluation.

Evaluation stratification can effectively measure students' learning effect and play a positive role in promoting teachers' adjustment of teaching methods. Teachers can evaluate students' learning situation and achievement level at different levels, and ensure that the evaluation is reasonable to avoid negative impact on students. At the same time, teachers should change the traditional evaluation methods, ensure the evaluation can be carried out smoothly, encourage and guide students, stimulate students' interest in learning, and let students have a more correct evaluation of themselves. For example, teachers should analyze students' answers to test papers. The answers to the test paper can reflect students' learning situation: students with learning difficulties can complete the basic part of the test paper, but it is difficult to draw conclusions on the topics with high scores; Intermediate students can complete difficult comprehensive application problems, but they need to think carefully about some additional problems to get the answer. For gifted students, comprehensive application questions and basic questions can be easily completed, and most students have enough time to study additional questions and get correct answers. Teachers can evaluate students according to their answers, encourage students to explore seriously, and ensure the improvement of students' math scores. Teachers should study students' test papers at different levels, so as to master students' learning situation and urge students at different levels to have a certain understanding of their own knowledge. Teachers can guide students to explore, constantly tap the bright spots in students and give them some encouragement. Teachers should not only pay attention to the investigation of students' topics, but also add encouragement to students in the evaluation, guide students to give full play to their individuality, and give affirmation and encouragement.

Junior high school students are in adolescence, which is an important period for their physical and mental development. Students are psychologically fragile, and the outside world has a great influence on them. Therefore, junior high school math teachers should evaluate students seriously and effectively in the teaching process to ensure their healthy growth. Teachers' evaluation should be more diversified, guide students correctly from different aspects, protect their self-esteem and enable them to actively participate in teaching activities. Teachers should not only affirm students' efforts in the learning process, but also point out students' problems and actively guide them to ensure that students can develop in a positive direction. Teachers should pay attention to their own expression when evaluating, and don't make students feel useless or arrogant. Teachers should record students' learning situation, objectively understand students' basic situation, actively guide students, let students calm down and study, effectively improve students' learning efficiency, and teachers can also stimulate students' interest in learning, promote students' development, and let students grow up healthily and happily.

Third, the conclusion

To sum up, contemporary mathematics teachers should keep up with the pace of society, conform to the tide of new curriculum reform, change teaching concepts and carry out curriculum reform. Teachers can improve the efficiency of classroom teaching through hierarchical teaching, ensure that students can get guidance, study students' personalities in the teaching process, ensure that students' nature is guided, further stimulate students' thinking ability and improve students' creativity, so as to further tap students' potential, improve students' learning efficiency, enhance students' training intensity, stimulate students' enthusiasm for learning, and urge students to explore independently, thus achieving excellent mathematics results.

Four. refer to

[1] Chen Xueyun. The Practice of Hierarchical Teaching Mode in Junior Middle School Mathematics [J]. Mathematics Learning and Research (Teaching and Research Edition) 20 17(22).

[2] Lan. Practice and Thinking of Junior High School Mathematics Based on Hierarchical Teaching Mode [J]. Mathematics Learning and Research, 20 19(2).

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