A Research On The Reflective Teaching Mode Of "Six Questions And Three Level Of Learning" About Junior Middle School Mathematics

Since the mathematics curriculum reform,the "reflection" became the focus in the mathematics teaching.The course objectives of Compulsory education curriculum standard put forward preliminary learn to raising questions and understanding questions from the viewed of mathematical problems,form the some basic strategy of problem solving,experience the diversity of problem-solving strategies,preliminary form the consciousness of evaluation and reflection Emotional attitude goal put forward to develop the study habit of conscientious,independent thinking,coopelration and exchange,reflection and query.However,most of first-line teachers generally stuck in the infuse-teaching style,ignoring the cultivation of the raising s and reflection ability.The questions are the heart of mathematics,teaching s a reflecting on question.Around the questions teaching design is the fundamental guarantee of reflective teaching."Six questions and three level of learning" refers to the "Six questions,optimization strategy and "Three level of learning" three-dimensional teaching target The "Six questions" are"where from","what is","What is the connection","how to use","what if change","think about";The "three level of learning" have "learning some knowledge","learning to learn" and"enjoy learning".In the junior middle school mathematics "Six questions and Three level oflearning" reflection-teaching model the teaching objectives of mode are the "three level of learning" to the students really learn to learn what is the starting point and foothold of the "six questions";"Six questions" as the mode’s main line to problem enriched Instruction and refinement of knowledge.Mathematics reflection-teaching based on "six questions" elaborate design problem chains deep and explore continuously,to teach students the way to acquire knowledge,strengthen the student’s question consciousness and rethinking consciousness,subtly let the students learn to reflection."Six questions and three level of learning" reflection-teaching model’s is not confined to the classroom teaching can also be from class to preview before class and after class to consolidate,implementation the reflection is not dropped of the classroom teaching and after class.This study first sorted out the teaching of the existing research results as reflection of mathematic,and determined the junior middle school mathematics "Six questions and Three level of learning" reflection-teaching model’s research purpose,significance and methods.Secondly,draw lessons from the aspects of psychology and pedagogy theory,to establish the theoretical foundation and the basic framework,principles of the model Thirdly,from the experiment and questionnaires to collected teaching cases and experimental data.Fourth,adopting the combination of quantitative and qualitative methods to analyze the data,got the following conclusions:"Six questions and Three level of learning" reflection-teaching model can promote the junior middle school students improve theirs Scores,students interesting and impro-ve their ability of and reflection ability in math.At the same time,the survey found that the ask questions ability and evaluation and critical awareness of Junior high school students is very weak.Finally,to reflected on the deficiency and development trend of the research.The innovation of this research is to build the "Six questions and Three level of learning"reflection-teaching mode about junior middle school mathematics,to provide theoretical reference for develop the students’ ability of ask questions and reflection.