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职业高中学生在生理发展和心理特征上的差异是客观存在的;对数学的兴趣和爱好,对数学知识的接受能力的差异也是客观存在的。“一刀切”的教学方法,已不符合素质教育的要求。“分层次教学”能面向全体学生,为学生的全面发展创造条件,有利于学生数学素质的普遍提高。本文结合自己的实践,对“分层次教学”作一定的阐述。
The differences between the physiological development and psychological characteristics of vocational high school students are objective; the interest in mathematics and hobbies, and the difference in the ability to accept mathematics knowledge are also objective. The “one size fits all” teaching method is no longer in line with the requirements of quality education. “Study at different levels” can face all students and create conditions for the students’ all-round development, which is conducive to the general improvement of students’ mathematics qualities. This article combines his own practice and makes a certain explanation of “teaching at different levels”.