Survey Of Basic Skills Teaching And Learning In Junior High School Mathematics Study

One of the objectives of teaching mathematics is to master basic skills in mathematics.Both the syllabus and curriculum standards of mathematics,shills are clearly defined.The definition of mathematical skills have a deeper characteristics of the times in the curriculum reform.Not only "be able to count, paint, reason" ,but also requires the use of information technology tools to mathematics learning, and to "collect, describe, analyze data" ," master the necessary data processing skills. " So, with the development of the curriculum reform, how about these new requirements in the school teaching? Based on this research purpose, basic skills in mathematics teaching and learning of the actual situation was investigated by testing volume survey, case studies, class observation and other methods result from the study, teaching and other daily multi-dimensional perspective to explore the basic skills to teach junior high school mathematics and learning situation, hoping to improve the skills of teaching for the current status of curriculum reform.This paper conductes the following three researchs:1. The four basic math skills of Middle School StudentsUsing tests of basic skills,that is ,computing skills,reasoning skills,graphic skills,mastery of skills in probability and statistics to conduct tests survey. Testing found that: students in computing, reasoning and graphics test results slightly better than the three aspects of the investigation before Curriculum. But in terms of statistics and probability of success is relatively poor. In particular, the statistics of knowledge maps and mapping results far below the calculated results.2. The correlation of understanding of mathematical knowledge and skills relevant proficiencyThis study uses the case study research methods. Using Ausubel's cognitive theory of meaningful learning structure variables, you can utilize, and identifiable, stability and clarity to describe the understanding of mathematical knowledge and to study the relevance of mathematical knowledge understanding and skills proficiency. The following conclusions: the knowledge content sufficient condition for the development of skills; proficiency level of skills can not be perfect representative of cognitive structure; practice and feedback combine the skills development and knowledge understanding of students.3. The situation of mathematics skills in classClass Observation of this study was conducted on data obtained by the amount of statistics, and junior high school mathematics teacher AZ, AX, BS teaching content were anlysised from the qualitative aspects. We get some conclusions: The new skills of teaching and teaching Exercise Class are mainly based on practice, but the purpose of training, training difficulty, the training time allocation, there are different training methods. In the new teaching, the teacher's purpose is to enable students to master the operating procedures; exercise the degree of difficulty to the level of the main cognitive reasoning; the time to explain is more than students to think; skills training is not only in exercises, but also includes the concept of of explanation. In the exercise class, the teachers aim to enable students to be used for acquisition of procedural knowledge to solve problems; exercises difficult to solve the problem mainly on cognitive level;in this stage students think more than teachers explain; mainly to the variant training.Based on the above discovery, this study was to explore the basic skills of junior high school mathematics teaching and learning in a number of problems: students'computing skills are stronger than other aspects of four skills; teachers and students are still accustomed to the old model to teaching and learning, teachers favor logical order, and to test content for the teaching direction; students skill training time and training results are not proportional. Based on the thinking, we give some suggestions: the knowledge to understand, rather than repeat the exercise; to closely "standard", selected examples, exercises; to attach importance to reflect on the skills and to accelerate internalization.