班级教学中学生学习的个别差异是最普遍的现实现象,九年义务教育的实施,小学毕业生悉数升入初中,初中学生学习数学的基础差异随之扩大;从教的方面看,目前仍有不少教师仅按中等生的程度施教,仅考虑大纲的基本要求,在教学目标层次弹性的体现、教学方法的层次化作用、课堂引导设问思维难度的掌握、课堂练习及家庭作业的 The individual difference in student learning in class teaching is the most common reality. With the implementation of nine-year compulsory education, all primary school graduates have graduated to junior high school, and the basic differences in learning mathematics among junior high school students have expanded. From the teaching perspective, there are still many Teachers only teach according to the level of middle school students. They only consider the basic requirements of the outline, reflect the elasticity of teaching objectives, the hierarchical role of teaching methods, the mastery of classroom guidance, difficulty in thinking, classroom exercises, and homework.