Research On The Deep Teaching Problems Of Middle School Mathematical Concepts

With the gradual advancement of the new curriculum reform,from the three-dimensional goal to the core quality goal,more and more teachers begin to shift the teaching center from the efficient knowledge teaching to the quality teaching to promote the development of students.Although the reform has achieved obvious results,there are still some problems in the concept teaching of junior middle school mathematics.For example,students do not have deep understanding of mathematical concepts,lack of thinking training,lack of strong sense of learning experience,low sense of learning significance and so on.How to develop students'comprehensive ability and cultivate their comprehensive quality is an important problem for teachers to face and solve.Teachers still maintain the previous teaching status obviously can not achieve this goal,which requires teachers to re-examine concept teaching.Deep teaching of mathematical concepts can help teachers deepen knowledge transmission,cultivate students' thinking,and strengthen the sense of personal meaning generation.Only by timely updating educational concepts and deepening the understanding of mathematical knowledge can teachers effectively get rid of shallow and fragmented teaching,think from multiple perspectives and levels,and develop the vertical depth of teaching.There is a close relationship between in-depth teaching and mathematics concept teaching.This paper combines three levels of in-depth teaching to study a skilled junior high school mathematics teacher(T1)and a novice junior high school mathematics teacher(T2)in concept introduction,concept formation,concept Explain the problems and differences in the three stages,find out the reasons for these problems and make corresponding suggestions.The research results are as follows,although the two teachers can adopt different methods to convey and implement the symbols of concepts,they seldom explore the perceptual knowledge or significance behind the mathematical concepts.The two teachers still need to strengthen the cultivation of students' logical thinking.Although T1 teachers are better at cultivating students' thinking than T2 teachers,they still have the problem of strong presupposition in class and small thinking space left for students.The two teachers did not pay attention to students'experience of concepts,T1 teachers focused on students' final mastery of concepts,while T2 teachers only focused on the superficial concept explanation,and they both ignored the generation of students' personal meaning.Combined with interviews and classroom observation,it is found that the main factors influencing the deep teaching of mathematics concepts are teachers' understanding of in-depth teaching concepts,their understanding of mathematical knowledge,and their own teaching ability,mainly including teaching design ability,students' generalization ability,meta-cognitive monitoring and knowledge experience.Aiming at the problems existing in the in-depth teaching of mathematical concepts by teachers and combining with the analysis of influencing factors,this paper puts forward the following suggestions.Mathematics teachers should arrange the concept depth teaching content reasonably and deepen the knowledge teaching;To clarify the purpose of education and guide the development of students' thinking;It is necessary to design the process of concept depth teaching so as to generate the meaning of students' experience.