Junior High School Math Opening Teaching Exploration And Research

The knowledge economy era has proposed to the person a higher standard, requesting the integration, the individuality and the diversification of the talented person. So it is an urgent task to execute innovative education contrasted to our traditional education pattern by creative teachers in a creative way.As the supplement and development of closed problems, open problems of mathematics is a very important type of Mathematical Problem Solving , whose core is to develop students' innovation spirit and creation ability.At the shifting period from actual symbolic calculation to formal symbolic calculation, junior school students have already been able to ponder some questions and phenomena rationally, and some of them have even possessed high-level mode of thinking, and showed a certain degree of self-adjustment in solving problems. Therefore, it is of great significance to take a further step in the research of teaching and learning open problems of mathematics.From "open problems learning" to "open problems teaching", the thesis first investigates the current situation of learning and teaching mathematic open problems, then reveals the law of learning mathematic open problems, and finally, based on the previous research, proposes strategy and suggestions for teaching open problems of mathematics.Primary contents goes as follows in this thesis:Research and exploration of the theory of learning open problems of mathematics:1. Cognition preparation for learning open problems.2. Reasoning process in learning open problems.3. metacognition monitoring on learning open problems.4. Cognitive styles of learning open problems.Strategy and suggestions for teaching open problems of mathematics:1. Cultivate students' positive attitude of learning open problems.2. Improve cognition structure of Solving open problems.3. Probe multi-level solving of open problems at activities.4. Facilitate students' learning open problems with the indication ofmetacognition5. Fully excavate students' potential of learning open problems through cognitive styles.