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教学对同一个班几十个学生施加同样的影响,而显现出的效果,就每个学生而言,总是不相同的。这就是差异。这种差异不断扩大,就出现了分化。如果学习质量(学习内容与学习成绩的总和)上升指数,在起始点上作同向正极分化,即大家都有提高,只不过优生提高得快些,差生提高得慢些。这种分化是一种正常的有差分化。反之,如果学习质量上升指数从起始点作正负两极分化,即优生越优,差生越差,最终导致差生面扩大,整体质量下降。这就是一种不正常的两极分化。数学是容易产生两极分化的一门学科,教学时要特别注意这个问题,并采取措施加以预防。
Teaching exerts the same effect on dozens of students in the same class, and the effect that appears is always different for each student. This is the difference. This difference has been expanding, there has been differentiation. If the quality of learning (the sum of learning content and academic performance) goes up, there is positive differentiation at the starting point, that is, everyone has improved, except that eugenics increase faster and those who are poor progress more slowly. This differentiation is a normal difference. On the contrary, if the index of learning quality ascends or descents from the starting point, that is, the superior eugenics and the worse the worse students will eventually lead to the increase of the poor students' noodles and the decrease of the overall quality. This is an abnormal polarization. Mathematics is a subject prone to polarization. Teaching should pay special attention to this problem and take measures to prevent it.