The Research On The Application Status Of Learningplan In Junior High School Mathematics Teaching

The core concept of a new round of basic education curriculum reform is student-oriented and makes students become the master of the classroom. The mode of learning-plan teaching is guided by the new curriculum concept, aiming at making students experience the occurrence and development process of knowledge through students’ self-exploration, cooperation and exploration, really putting quality-oriented education into practice and realizing the comprehensive development of students. With the tide of new curriculum reform, the learning-plan teaching mode has become an important way of many schools and teachers to implement teaching; although it has obtained a certain teaching effect in the process of implementation, it has also exposed some problems.In order to comprehensively and accurately investigate the application status and implementation effect of the learning-plan teaching mode in junior high school mathematics teaching, we adopt the method of literature research, questionnaire investigation and case analysis in this paper, aiming at systematically summarizing the problems of learning-plan in design and use, analyzing the causes of the problems, and putting forward some improved teaching suggestions.The study finds that, currently, the learning-plan teaching mode in junior high school mathematics is applied widely. To a certain degree, it has improved the teaching efficiency and the students’ self-study ability. But there are also some problems, just as follows:(1) Teachers’ awareness of learning-plan is not accurate.(2) Teachers pay more attention to knowledge and results in the process of guidance learning, ignoring the processes and methods.(3) Turning “guidance” to “pull” limits the thinking of students.(4) There is no gradient of problems’ difficulty in learning plan, leading to a lack of selectivity and generativity.(5) The process of learning evaluation is ignored.According to the above problems, the author puts forwards some effective suggestions for improvement of learning-plan in design and use, just as follows:(1) Teachers should improve the understanding and design capabilities of learning-plan.(2) The guidance of process and method in learning-plan design should be paid more attention to.(3) Methods to guide should be appropriate and feasible.(4) Problems that are set in the learning-plan should have gradient.(5) Great importance should be attached to the students’ learning evaluation. I hope the study of this paper can provide some references for first-line teachers correctly using “learning-plan” in mathematics teaching activities.