Explorethe Junior Middle School Mathematics Classroom Teaching Casecore Problem

Mathematics classroom teaching most is "question teaching procedural knowledge and solving the problem" of knowledge by teachers transmit to students, learning is the process of acquiring knowledge. The students learn knowledge from teachers, and then solve the problem, to solve the problem is viewed as the application of existing knowledge. At the beginning of the class, the teacher "asked" into a form, often question without answer, almost is to explain knowledge design a "string"; a lesson many problems which are trivial, not the development of students’ deep thinking. The "learning" of the students passive and inert, the focus is mainly on the study of knowledge by rote, not experience. Therefore, this paper tries to design the core problem of "experience teaching method in the classroom teaching, the core problem here, is built around a class knowledge lines present the essence of the problem, it can integrate the important content of learning, but also runs through the whole class problem or task. The core problem of students’ participation in the problem solving activities, students feel and understand the problem solving activities, and betting emotion, image, finally understand knowledge, and generation of meaning. Through the analysis and Research on the teaching examples, the core problem inquiry teaching classroom.This paper from the constructivist theory, the modern view of students, the tacit knowledge theory and mathematical subject characteristics, teaching the core problem through actual case, analyzes the teaching design, characteristics and key issue of design, teaching experience and knowledge generation. Concrete from these aspects carried out this study:First of all, the collective class and individual class, questionnaire survey, the daily classroom teaching in the "problem teaching" core survey. Because the core of the problem of design of most great blindness, arduous reform teaching form the core problem teaching brought to a breakthrough, so the research first to the characteristics and criteria of the core problem.Secondly, through the literature, based on the problems of teaching, experience teaching, research teaching, the core problem of the meaning of teaching. Through teaching reflection, summed up the basic teaching and promote teaching core student self experience as "-- Study of internalization activities-- the use of feedback problems oriented".Again, examples of teaching demonstration class with the junior middle school mathematics covers geometry and function of four level and district level, teaching design, the core problem of practice, students experience activities, knowledge formation was analyzed in aspects of teaching practice, teaching evaluation, student evaluation of teaching effectiveness etc. the inquiry.Finally, focuses on the core problem teaching construct flexible knowledge base, development of high level thinking ability, make students become effective partners, tobecome autonomous learners, and discusses the implementation of comprehensive factors in classroom teaching process in the core problem teaching.