我校进行数学分层走班的教改实验已有三年,具体做法是:开学初将相应行政班的每个学生按数学成绩、学习潜力和学习态度等重组,把学生分成A、B、C三层。学习困难的组成A层为基础层教学班,学习优秀的组成C层提高层教学班,其余的同学组成B层为发展层教学班,三个层次的学生分别在不同教室配备相应老师同时授课。一段时间后根据情况,对部分学生进行层次的调整。作为其中的发展层数学老师、主要参与实施者,从开始对分层走 My school mathematics stratified to go to class teaching reform experiment for three years, the specific approach is: the beginning of the beginning of the corresponding administrative classes of each student according to the mathematical performance, learning potential and learning attitude and other restructuring, the students are divided into A, B, C Floor. The composition of the A-level learning difficulties for the basic level teaching classes, learning excellent composition of the C layer to enhance the teaching classes, and the rest of the students to form the B layer for the development of teaching classes, three levels of students in different classrooms with the corresponding teacher at the same time teaching. After a period of time according to the situation, some of the students to adjust the level. As one of the development level mathematics teachers, the main participants in the implementation, from the beginning to stratification