Comparative Study Of Middle School Mathematics Teaching Design

Students’ mathematical cognitive style directly influences students’ mathematical learning. Through reading the paper.we are divided the mathematical cognitive style into four categories. However, the research shows that the teaching design with students’ cognitive style, can stimulate students’ interest in learning mathematics. Therefore, in order to implement effective teaching, curriculum design must pay attention to students’ mathematical cognitive style.The purpose of this study is to comparative study of middle school mathematics teaching design. According to the research purpose, choose the first two homogenous classes as the research object.The problem is as follows:What is students’ mathematical cognitive style? What are the differences between two classes’design? Teaching evaluation and reflectionThrough comparison and analysis, we draw the following conclusions:The mathematical cognitive style with two classes is field dependent and characteristic style.The design of teaching plan based on the students’ mathematical cognitive style enhances the achievement in mathematics.The introduction, questioning, group cooperation, intelligence analysis, should design with the students’ mathematical cognitive style.We should be careful to write the teaching objects.Based on the above conclusions, we put forward the following suggestions:Teachers should pay more attention to differences in cognitive style of each studentWe should make the mathematical cognitive style into the analysis of teaching design. TWe should organize more training to enhance teachers’ mathematical cognitive style knowledge.