《义务教育数学课程标准》要求:“教学中要促进学生全面、持续、和谐地发展。”许多教师因没有处理好优生与学困生之间的差异关系,导致课堂失衡,偏离了这一要求。那么,教学中怎样才能处理好这一关系呢?首先要创设多元开放的情境;其次要提供“兵教兵”的发展平台;最后要提供梯度开放的练习。 “Compulsory education mathematics curriculum standards” require: “teaching to promote a comprehensive, sustained and harmonious development of students.” Many teachers because of the difference between good and poor students, leading to imbalance in the classroom, deviate from this A request. So how can we handle this relationship in teaching? Firstly, we should create a pluralistic and open situation; secondly, we should provide a platform for the development of “soldiers and soldiers”; and finally, provide a practice of gradual and orderly opening.