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高中数学课程的逻辑性较强,学习起来有一定的难度。对于高中阶段的学生来说,由于生理、自然等各方面因素的影响,以及数学基础的不同、思维习惯的不同、学习兴趣差异等,造成了高中学生在数学学习方面差异性很大。不仅仅是从成绩方面有所反映,同时在做题的准确性、时间、思维方式都方面都有着较大的差异。在研究中我们抛开大面积采用分层次教学的手段,在保持同等教学的前提下,通过多层次学习指导来给予每一位学生适合自己的,恰当的学习关怀,让每一位学生都以自己现有平台为基础,不断学习不断进步。在实施分层次学习指导的过程当中,教师不流于形式,认真发进行针对性的指导,其间不仅仅看到了优等生的成长、竞赛获奖等成绩,同时也欣喜地看到很多基础差的学生对于数学重新燃起的学习热情,他们在数学这门学科上付出的精力越来越多,成绩也有了一定的提高。由此可见分层次学习指导在高中数学教学中的应用是有其意义和价值的。
The logic of high school mathematics is relatively strong and it is difficult to learn. For high school students, due to factors such as physical and natural factors, differences in mathematics, differences in thinking habits, and differences in learning interests, high school students are very different in mathematics learning. It is not only reflected in the results, but also has a big difference in the accuracy, time, and way of thinking of the questions. In the study, we put aside large-scale methods of using hierarchical teaching. Under the premise of maintaining the same teaching, we give each student suitable and appropriate learning care through multi-level learning guidance so that every student Based on your existing platform, continuous learning and continuous improvement. In the process of implementing the hierarchical learning guidance, teachers are not in a formal position and are carefully directed. In the meantime, not only do they see the growth of top students, their achievements in winning competitions, but also they are delighted to see many poor students. For the enthusiasm of the rekindling of mathematics, they have devoted more and more energy to the discipline of mathematics, and their performance has also improved. This shows that the application of hierarchical learning guidance in high school mathematics teaching has its significance and value.