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通过高中阶段的教学实践,我们知道教材衔接的脱钩以及课程设置偏差等方面的问题都使得普通全日制高中数学教学中的“分层教学”成为一种必然。“分层教学”可通过教学目标分层、预习要求分层、授课过程分层、考核激励分层来实施。
Through the teaching practice of senior middle school, we know that the problem of the decoupling of teaching materials and the deviations in curriculum setting make “teaching in different levels” in ordinary full-time high school mathematics a necessity. “Layered teaching ” can be stratified through the teaching objectives, the pre-learning requirements stratification, teaching process stratification, assessment and incentive stratification to implement.