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新课标下教学活动的出发点和落脚点,是全体学生学习能力和素养的进步和提升。但由于学生个体之间学习能力、学习效能等方面存在差距,获得真正意义上的“整体进步”不现实。数学教师在教学中,特别是在问题教学中,可以利用数学问题的难易度、多样性和层次性等特性,开展层次分明的分层教学活动,使学生在初中数学问题思考、分析、解答中,实现“人人获得发展和进步”。
The new curriculum under the teaching activities of the starting point and end result, is the improvement and improvement of all students learning ability and accomplishment. However, due to the differences in learning ability and learning efficiency between students, it is unrealistic to obtain the “overall progress” in the real sense. In teaching, especially in problem teaching, mathematics teachers can make use of the characteristics of the difficulty, diversity and hierarchy of mathematical problems to carry out layered teaching activities in different levels so that students can think, analyze and answer math problems in junior high school In order to achieve “everyone gains development and progress”.