学生由于不同的文化背景、家庭教育、性格爱好等方面的原因，在学习过程中表

Due to different cultural backgrounds, family education, personality hobbies and other reasons, students show different acceptance abilities in the learning process. Some students with quick thinking and quick response can quickly understand and use knowledge flexibly, while some students with slow thinking do not understand basic knowledge very well. Therefore, when asking questions in the classroom, teachers should design hierarchical questions according to the situation of students, take into account the learning needs of students of different degrees, arouse the enthusiasm of each student to improve their participation in the classroom. <br>For example, when studying the "basic nature of proportions" in sixth grade mathematics, this part of knowledge requires teachers to first guide students to review "the concept and meaning of proportions". This is the content of the last lesson. The content of knowledge is relatively simple. At this time, the less advanced students can answer, one can make their attention quickly concentrate on the classroom learning; the other can prepare them for learning new knowledge. When summarizing the basic nature of the ratio based on the ratio calculation, excellent students can be answered, because this requires students to have strong language summarization ability and rigorous mathematical thinking, which is an examination of students' comprehensive ability.

Students have different acceptance skills in the learning process due to different cultural backgrounds, family education, personality hobbies and so on. Some students who are more active in thinking quickly understand and apply their knowledge flexibly, while others who think more slowly do not understand the basics. Therefore, when teachers ask questions in the classroom, they should design the hierarchical problems according to the students' situation, take care of the learning needs of students of different degrees, mobilize each student's learning enthusiasm and improve the participation of the classroom. <br>For example, when learning the "basic nature of proportionality" in sixth-grade mathematics, this part of the knowledge requires the teacher to first guide the students to review the "concept and meaning of the ratio". This is the content of the last lesson, the content of knowledge is simpler, at this time can let the later students answer, one can make their attention quickly focused on the classroom learning, and the other can be ready for them to learn new knowledge. In summing up the basic nature of the proportion according to the scale calculation, the excellent students can answer, because this requires the students to have strong language generalization ability and careful mathematical thinking, is the examination of students' comprehensive ability. ...

Due to different cultural background, family education, personality and hobbies, students show different receptive abilities in the learning process. Some students who think actively and react quickly can understand and use knowledge flexibly, while some students who think slowly don't understand basic knowledge very well. Therefore, when teachers ask questions in class, they should design hierarchical questions according to students' situations, take care of students' learning needs at different levels, mobilize each student's learning enthusiasm, and improve the participation of the class.<br>For example, when learning "the basic nature of proportion" in sixth grade mathematics, this part of knowledge needs teachers to guide students to review "the concept and significance of proportion". This is the content of the last lesson. The knowledge content is relatively simple. At this time, we can let the underachievers answer. On the one hand, we can make their attention quickly focus on the classroom learning; on the other hand, we can prepare them for learning new knowledge. When summing up the basic nature of proportion according to the proportion formula, excellent students can answer because it requires students to have strong language generalization ability and careful mathematical thinking, which is an examination of students' comprehensive ability.<br>