The Study Of The Teaching Design About Cultivating Symbol Sense Of Junior Middle School Students On Graph And Geometry

Mathematics education in the 21 st century is changing with each passing day.In2012,the Ministry of Education issued the "full-time compulsory education mathematics curriculum standards(2011 edition)" will "symbol sense" replaced by "symbol sense",but they are different.The cultivation of symbol sense needs to be considered from the aspects of the design of the course content,the selection of teaching methods,the application of mathematical knowledge,the teaching evaluation and so on.Teaching design is an important carrier that can integrate these aspects.Graph and geometry is one of the important areas in the content of junior middle school mathematics curriculum.Therefore,it is the basic problem of the study of how to cultivate the symbolic symbol of junior high school students from the perspective of teaching design.This paper adopts the literature research method,theoretical analysis method,case analysis method and observation method to study the concept of symbol consciousness and the meaning of teaching design,basic model and basic principles,and the design of each teaching link.The main body of the article is divided into four parts.In the first part,the connotation of symbolic consciousness is analyzed first,followed by the generalization of the representation of students 'symbolic consciousness in "Graph and Geometry",followed by the feasibility of cultivating students' symbolic consciousness in "Graphics and Geometry" teaching.In the second part,through the observation of the actual classroom teaching,the author draws six questions: "teachers and teachers" have not set up the appropriate situation in the teaching of "graphics and geometric" teaching;teachers have not set the problem thread in step;became the master of the students;teachers did not use good exercises;students lack the habit of classroom questions;students lack the habit of review after class.In the third part,on the basis of the theoretical basis of cultivating the symbolic consciousness of junior high school students in "Graphics and Geometry",the author analyzes the six problems existing in teaching,and draws the following three teaching strategies: context guidance and help students to recognize the meaning of symbols;problem-driven,to improve students' interest in the use of symbols;their needs,thedevelopment of students use the symbol of the ability.The fourth part,the design of teaching cases,to the seventh edition of the seventh edition of the fifth chapter of the second section of the "parallel line to determine" and eighth grade on the twelfth chapter of the second section of the "triangle equal judgment" teaching content as an example.The corresponding teaching design,aims to improve the students use the symbol to solve the problem of the ability to cultivate students sense of mathematical symbols.