| The English great scientist Bacon once said: the cripple but not lost can surpass the people who walk fast but in a wrong road. In order to avoid being misled in the study. The primary choice is: grasp a scientific learning method and form an efficient cognitive strategy. In the mathematics teaching practice of middle school, the existing problem is: It only pay attention to teaching but ignore learning relatively; only pay attention to reform of method and means of teaching, but ignore imploring the law and the method of learning. Doing so lead to the present situation that it takes too much time in mathematics teaching but the result is not as good as expected. To every mathematics educators, he should be at the height of training over-century intelligent to improve maths teaching and guide teaching in the view of modern teaching. Modern cognitive psychologist proposed strategic knowledge in the view of information processing. The strategic knowledge laid attention on the internal method, which is inhabited in the show "fact knowledge" in the process of learning or problem-solving, the method is to introspect fact "why" and "how". The core job of maths teaching is to teach students acquisite and know how to use mathematics strategic knowledge, and make them acquisite the method and skill of efficient study and efficient solving problem. It is the most distinctive feature and also a key requirement for modern maths teaching to motivate the students to learn the strategic knowledge.The author, based on the three principles in mathematical strategic knowledge, make a four step designation: 1) Initiate the interest and eagerness of students to learn strategic knowledge; 2) Understand the strategic knowledge; 3) Experience and grasp strategic knowledge; 4) Rethink and summarize the strategic knowledge. Accordingly, the mathematical strategic teaching should carry out, base on to motivate students form a good cognitive structure and a better feeling system about learning maths, to develop the function of teaching process as a whole: to keep the most motivation of the teaching system. The meaning of the above is that students can make knowledge in book into probability in problem-solving. Through the usage of multiply teaching model, let them complementary to each other to form a good structure to get the most favorable teaching effect.So the author laid attention on junior students in Grade Three, on the basis of analysis and discussion into these students' cognitive structure and learning processof mathematics. The article relatively suggest mathematical teaching plans about the four stages of reviewed lessons, simultaneously carry out research and practice about the teaching of mathematical strategic knowledge in junior middle school. The concrete implementary designation is as follow; in the first stage, construct the net of knowledge, merit and arrange the structure of knowledge; in the second stage, conclude and sum up mathematical way of thinking; in the third stage, analyze and guide tactics of solving maths problem in junior middle school; in the fourth stage, practise synthetically problems.The value of this subject is that the strategic knowledge is information processing method in high level; it can save time and energy that we need in studying and can make success possible. After teaching strategic knowledge, we can get some different result: firstly, learning expectation is strengthened; secondly, the reasonable type of success or failure attributed is formed gradually; thirdly, this teaching method promote to move the learning tactics to other subjects; finally, the students' difficulties, which have always existed, is solved.
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