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传统的数学教学片面强调数学的严谨性、逻辑推理的形式,忽视数学的创造性、传统教学模式下的学习效果评价,习惯于单凭考试成绩衡量学生的学习情况。这种单一的评价方式不能全面。学生作为学习主体有其多样性、层次性,教师在教学过程中应注重学生在认知能力、学习能力、情感等各个方面存在着和个体差异,让每个学生都能在适合的学习环境下得到最大限度的发展。分层教学是指在承认学生客观存在的差异的前提下,根据知识
The traditional mathematics teaching emphasizes the strictness of mathematics, the form of logical reasoning, neglecting the creativity of mathematics, the evaluation of learning effect under the traditional teaching mode, and the habit of measuring the learning situation of students based solely on test scores. This single assessment can not be comprehensive. As the main body of learning, students have their own diversity and hierarchy. Teachers should pay attention to students’ differences in cognition, learning ability, emotion and other aspects in the process of teaching, so that each student can be in a suitable learning environment Get the maximum development. Hierarchical teaching refers to the recognition of students based on the existence of differences in the premise, based on knowledge