教学实践告诉我们: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。尤其是普通高中,学生素质参差不齐,又存在能力差异,导致不同学生对知识的领悟与掌握能力的差距很大,这势必对高中阶段的数学教学带来负面影响。面对这些现实情况,在普通高中数学教学中试行“分层次教学”的教改实验,就显得格外 The teaching practice tells us that the differences in the physiological development and psychological characteristics of senior high school students are objective. There is also an objective difference in the interest and hobby of mathematics and their acceptance of mathematical knowledge. Especially in ordinary senior high schools, the quality of students varies and there are differences in ability, resulting in great differences in understanding and mastery of knowledge among different students. This is bound to have a negative impact on mathematics teaching in senior high schools. In the face of these realities, it is especially appealing to try out “teaching in different levels” in ordinary high school mathematics teaching