The Practical Research Of Math Classroom Teaching In Music Middle Schools

Aiming at the general phenomenon of "hot" music art at present in our country, thecultural quality education of music art students (hereinafter referred to as MAS), especially themathematics cultural quality education, to become a bigger difficulty. How to improve MAS’cultural quality, especially the quality of mathematical culture, it is the most concerned and solvedproblem for math teachers in music art professional schools.The author engages in mathematics education work of music art students, and at thesame time, regularly participates in mathematics teaching and researching activities ofordinary middle school, by visiting, learning mathematics classroom teaching in thesecondary school and comparing, found that there is a difference between two types ofclassroom mathematics teaching and learning, especially mathematics learningdifference is obvious. Thus as an example of the Affiliated High School of SichuanConservatory of Music, for mathematics teaching, there’ll be practical research. Theauthor used preliminarily methods such as observational method, history materialsresearch, found that the aspect of cultural learning between the students of the two types,especially there are big differences in mathematics learning, it is very essential to study.Then it researched in the following several aspects thoroughly:First of all, there is the conversation type preliminary investigation on mathematicsclassroom teaching in the Affiliated High School of Sichuan Conservatory of Music,and then prepare detailed investigation questionnaire, analyze survey data, and lastlythrough the way of interview, some have been carried out to verify the result of theinvestigation and complementary. Eventually there are two conclusions:(1) there areseveral big differences on mathematics learning between the MAS and OHS:①bigdifferences on mathematical learning attitude and methods;②differences at therequest of the mathematical learning difficulty;③big differences on the distribution ofthe time of mathematics;(2) factors that affect MAS mathematics classroom teachingand the main problems:①the teaching time is limited, the basic knowledge of studentsis not up to be standard;②the ways of class lead-in can’t attract students’ attention,students lack of interest in math study;③the students’ inductive generalization abilityis not strong, not enough summary and reflection, the lagged learn;④students’homework completion is worse, not to migrate and digest the classroom learningcontent;⑤the tracking of teachers’ classroom learning and after class to consolidate isnot enough, as a result, there is lax and lazy on students mathematics study. Secondly, according to the survey result, in combination with the practical situationof school teaching (as an example of the Affiliated High School of SichuanConservatory of Music), in the study of practice, the author adopted the followingmeasures:(1) through in-depth analysis of the learning situation, face up to themathematics learning differences between MAS and OHS, really do it according to theiraptitude;(2) through researching of learning goal and the teaching goal in mathematicsclasses of the music class middle school, reasonable positioning in practice teaching;(3)by strengthening teaching preparation before class(teachers’ teaching and students’learning to prepare), improve the efficiency of teaching and learning class within45minutes;(4) through the innovation of the teaching ways of introducing (emotionaleducation, classroom teaching and so on) to improve the students’ mathematics learningmotivation, at the same time let the students’ interest in math study endure "fresh";(5)by cultivating and promoting students’ inductive generalization ability, enhance thestudents’ ability of mathematical analysis and problem solving;(6) through the way“face-to-face check” for the students’ homework inside and outside class, strengthen thestudent’s "handle" and mastering of basic knowledge;(7) through tracking analysis ofstudents’ classroom learning and the class feedback, enhance the students’ ability ofsummary and reflection, to improve the teaching result of practice research.Then, in view of the above some measures, in the teaching practice, it puts forwarddiscussion and research of teaching strategy, from three aspects of before-class, in-class,after-class, and find some ways to solve mathematical learning difficulties for the MASin the teaching practice, or find a way to reduce the pressure for MAS’ mathematicslearning, or seek the ways to improve MAS’ mathematics study interest persistence.Finally, I made some practice research exploration on mathematics classroom teachingin music middle school, and two examples illustrate my teaching practice and effects,etc. The first case is "why are wheels round?", from the perspective of the scene, attractthe students’ curiosity and attention, the practice proved through the appropriateproblem situation introduction can inspire music class students’ mathematics studyinterest; The second case is “the inequality method”, starting from the actual learning ofstudents, step by step guide and study, it has shown that through cultivating thestudents’ summary ability, strengthen tracking analysis of students’ classroom learningand after-school feedback, to promote music class students’ mathematics learningefficiency.