Practical Research Of “Five Steps,Three Checks” Teaching Mode In Junier Middle School Mathematics

Based on the summary of the experience of autonomous and cooperative learning in Junior middle school mathematics teaching,the teaching mode of "Five Steps-Three Checks" in Junior middle school mathematics is formed as a kind of teaching modes about the students' cooperative learning.In accordance to the teaching practice of the teaching mode of "Five Steps-Three Checks" in Junior middle school mathematics,it can effectively cultivate students' autonomous learning ability and has broader applicability.This topic focus on the main steps in this teaching mode,which has positive significance for promoting the current teaching reform in junior middle school.The Five Steps in the "Five Steps-Three Checks" in Junior middle school mathematics is including Self study before class,small show,big show,fine speak,summary evaluation.The Three Checks is Preview examination,Intra-group interaction,Classroom test.The "Five Steps-Three Checks" is a teaching model that teachers pay attention to the “Five Steps”,strengthen the teaching mode of the “Three Checks” in the process of cooperative learning of students.This study showed that the teaching mode of "Five Steps-Three Checks" in Junior middle school mathematics can help to highlight the principal position of students,to stimulate students' learning initiative,enthusiasm and interest in learning,to guide the students to better learn cooperative learning and independent learning,and to improve teaching efficiency.Using this model,teachers have got to have a good knowledge of the theory of "zone of proximal development" and the classroom exercises should be given accordingly.Much attention should be paid on students' existing knowledge.Moreover,in classroom teaching,the instructors are supposed to transform knowledge transmission into inquiry-based pedagogy,guiding students to explore problems and practice different levels of thinking.In addition,students' individual differences ought to be taken into account.Hierarchical object,layered learning guide,hierarchical training,layering standards make the guiding learning draft more practical.To create a student cooperative-type of class,teachers should pay attention to the leading role of the class.In presentation within group,teachers should encourage students to raise questions and solve the problem within groups,to learn group cooperative learning.It can improve group learning effectiveness.In presentation among groups,teachers should guide students to solve problem from simple to difficult and find key points to stimulate students' desire to explore.To have a deep understanding of new knowledge and enhance new knowledge research validity.Grasp the key points and featured a wide range of typical examples,to mobilize students to give presentations and comments actively.Expanding the richness of new knowledge learning in this teaching mode,teachers should be also good at discovering key points,helping them to have a deep understanding of new knowledge.Value appears of cognitive errors in presentation and give timely advice,so as to solve the misunderstanding.For blind spots in the students' knowledge,give guidance timely.Inspire students to explore and fully understand new acquaintance.This study used six research methods,namely classroom observation,case study,comparative analysis,literature research,action research and investigation.The entire paper is divided into four chapters:1.Introduction: it contains the research background,literature review,the content of the research,the objectives of the research,the methods and significance of the research.2.The theoretical basis of the study: the definition of "Five Steps-Three Checks" teaching mode and the main factors in five steps three checks teaching model in junior middle school mathematics and the related theories.3.Practical research of "Five Steps-Three Checks" teaching mode.It is divided into preparatory phase and implementation phase.Specified in specific requirements,operation and the specific measures to be taken.Finally,through teaching practice,compare and analyze the research results of "Five Steps-Three Checks" teaching mode in junior middle school.4.Research results: practical use of "Five Steps-Three Checks" teaching mode in junior middle school mathematics;the preparation of learning guide draft based on the theory of "zone of proximal development";strengthen the guide of students' presentation within group and promote students ' cooperative learning;Grasp opportunity,give timely guide and play the leading role properly;Create students centered classroom teaching;Enhance the practical use of "Five Steps-Three Checks" teaching mode in junior middle school mathematics.