Investigation And Countermeasure Research On Present Situation Of Mathematical Dialogue Teaching In Junior Middle School

To cultivate students' Core literacy of mathematics in teaching practice is an important part of the curriculum reform of basic education in our country.Dialogue teaching is a kind of teaching method that fits well with students' core literacy.However,at present,the research on dialogue teaching in our country mostly stays at the theoretical level,which leads to the drawbacks of heavy theory but light practice.Based on the practice level of mathematics teaching,this research investigates the present situation of mathematics dialogue teaching in junior high school,which is in line with the urgent need of deepening the reform of mathematics classroom teaching in middle schools in our country,at the same time,which is conducive to building a good mathematics classroom culture and enhancing students' core literacy skills.This study uses questionnaires and classroom observation.According to the framework of international TIMSS dialogue teaching and the content framework of"three-dimensional ten elements" in the dialogue teaching of mathematics classroom by Professor Liu Lanying,This paper select the basic dimensions of mathematical classroom culture and the construction of this core dimension of mathematical significance,and develop a questionnaire with higher reliability and validity,distributed to 468 middle school students in S Middle School and Q Secondary School in Yantai.Focus on the two dimensions of junior high school mathematics classroom dialogue opportunities for teachers and students,teacher-student dialogue structure,the characteristics ofthe mathematical problem that triggered the dialogue,the way teachers listen to and respond to students and the mental level of students participating in mathematical conclusions.At the same time,the author observes the natural state of the 60 junior high school mathematics class,and the results of the statistical records and the results of the questionnaires were cross-checked with each other to get junior middle school mathematics classroom dialogue teaching has the following problems:On mathematical classroom culture dimension,the main subject caused by the dialogue is still the teacher.students have less active questions and the depth of participation in the dialogue is not high.The structure of teachers and students in a single triplet language structure most,multi-step ternary language structure at least.On mathematical meaning Construction dimension,there are a lot of conceptual problems that teachers ask,and there are less problems of connection between concepts and concepts.Simple appraisal for more listening,expounding explanatory listening less;On the way of response,there is more non-questioning and general inquiry,less exploration and open questioning.Students have a low level of understanding and construction of mathematical conclusions.According to the existing problems and related theories,this paper puts forward the corresponding countermeasures from the following three aspects:the opportunity of dialogue between teachers and students,the structure of dialogue between teachers and students and the mental level of students' participation in forming mathematical conclusions:Junior high school mathematics classroom should be from teacher master to teacher-student dialogue;Develop students' questioning spirit;Set cognitive conflicts and enhance students' depth of particpation in dialogue;Find the connection point of mathematical knowledge between students' cognitive thinking accurately;Explain interpretative listening and empathetic listening;Increase the proportion of student-centered teachers and students construct mathematical conclusions together.Finally,the implementation of countermeasures was implemented in combination with the actual teaching,and the effectiveness of the countermeasures was verified.