The Investigation And Research On The Activities Of The Junior Middle School Mathematics Classroom

Pointed out that the 2011 edition of "compulsory education mathematics curriculum standards" : "students should have enough time and space experience observation,experiment,calculation,reasoning,speculation and verification activities","mathematics teaching activities,especially classroom teaching should stimulate the students’ interest,arouse the enthusiasm of students,lead to mathematical thinking of students,encourage the students’ creative thinking".This means that the study of mathematics should not only consider the characteristics of mathematics,but also consider the psychological development of students.Mathematics originates from the actual life,the emergence and development process of mathematics knowledge cannot do without the experience of life;mathematics classroom teaching requires students to obtain mathematical understanding according to already have the basic knowledge and life experience,so as to improve the ability and practice they solve problems,and promote their innovative consciousness of development.As a result,it is an effective teaching method in mathematics classroom.However,in today’s mathematics classroom,due to the lack of deep understanding of the teaching methods of hands-on activities,some teachers blindly use,and even do not use.Therefore,it is necessary to make a comprehensive research on the theoretical basis and the actual situation of the classroom teaching activities.Through the analysis of relevant literature,found the mathematics classroom hands-on implementation in primary school is good,there are a lot of research in this area,and the research on the junior middle school stage is rare,the junior middle school mathematics classroom hands-on activities is often overlooked.Based on this,this paper first introduces the concept and theory of hands-on activities,and then according to my years of junior high school mathematics teaching experience,the implementation of the survey on the status of the junior middle school mathematics classroom hands-on activities.This study adopts literature analysis method,questionnaire method and interview method,first analyzes the literature and previous studies related to the junior middle school mathematics classroom hands-on activities results,so as to lay a good foundation for the study;followed by the junior middle school mathematics teachers use "basic operation materials" learning in junior high school mathematics classroom in junior middle school students in the mathematics classroom hands-on activities were investigated,and the results of the survey are analyzed in detail;at last interviewed three teachers have some hands-on activities in junior high school mathematics classroom teaching,from the interviews found some problems and analysis.Through investigation and Study on the junior high school teachers and students,found that teachers and students in mathematics classroom hands-on activities and insufficient knowledge,lack of depth of exploration;in the use of hands-on activities for teaching,most teachers do not pay enough attention,not too clear hands-on activities,do not know effectively hands-on activities,mostly formality even,even while supporting the issuance of operating materials also abandoned;students in mathematics classroom hands-on process is extremely inefficient.In addition,from the survey also found that the lack of teachers’ support,the restrictions on the class and the defects in the design of operating materials also hinder the effective operation of the mathematics classroom activities.In view of the above problems,this paper also puts forward some suggestions,hoping to provide some reference value for the relevant education department,the production department and the teachers.