The Research On The Teaching Strategy Of Junior Mathematics Teaching Emphases And Difficulties

The "Course Criteria" advocates that all students should be educated in mathematics,and the traditional way of learning should be changed so that all people can gain different degrees of development in mathematics.In order to obtain a good mathematics education,we must first grasp the key points of teaching.Everyone who gets different degrees of development requires teachers to teach students in accordance with their aptitude and break through the difficulties that must be mastered in the process of student development.Based on this,this paper studies the key and difficult points of junior middle school mathematics teaching,and puts forward the following questions:(1)What are the basis for the determination and difficulty of junior high school mathematics teaching;(2)What are the problems and causes in the teaching of difficult and difficult points;(3)Which teaching strategies should be adopted to improve classroom teaching efficiency.This study used literature analysis,observation and questionnaire surveys.The first chapter summarizes the research background,analyzes the research status,and proposes research problems,methods and significance.The second chapter starts from the student's reality and puts forward the concept definition and theoretical basis of the teaching difficulty points.The third chapter develops a teacher-student questionnaire and understands the status quo of difficult and difficult teaching.It also puts forward the basis for determining the key and difficult points of mathematics teaching in junior middle school.The fourth chapter analyzes the problems and causes of junior high school mathematics difficult and difficult teaching.The fifth chapter proposes teaching strategies based on the problems and causes.Get the following conclusions:(1)The focus of teaching is determined on the basis of “ course standard ”,teaching objectives,and examination outline;teaching difficulties are determined on the basis of teaching materials and teaching,students' cognitive level and non-intellectual factors.(2)There are the following problems in the teaching: teachers,teaching materials are misunderstood and confuse difficult points;educational concepts are obsolete,ignorance of student status and teaching strategies are ambiguous,and link design is missing.For students,the interest in learning is not high,the lack of internal drive and the level of cognition are limited,and the ability to understand is poor.The causes comefrom textbooks,subject systems,teachers and students.They are: abstraction of teaching materials and fragmentation of knowledge;unique methods of thinking and application diversity;unclear teaching objectives,and difficulty in misunderstanding;differences in students' cognition and difficulties.(3)Proposing corresponding teaching strategies: teaching materials,concrete abstract content,systematic fragmentation knowledge,mastery of ideas and methods,exploration of problem-solving strategies,clear teaching goals,and highlighting difficulties.In terms of teachers,designing guidance cases and intensifying pre-learning preparations;creating teaching situations and inspiring learning interests;selecting examples to solve problems and consolidating basic knowledge.In terms of students,students should be taught in accordance with their aptitude and they should be taught in layers;use migration to weaken difficulties;transform experience and diversify difficulties.