Research On Teaching Strategies Of Declarative Concepts In Junior Middle School Mathematics

The concept of mathematics is the starting point of mathematics learning and the basis of mathematics learning.Some of the problems that students have when doing math problems are largely due to the fact that the mathematical concepts are not firmly grasped and the connection between mathematical concepts cannot be clearly understood.In teaching,mathematics concept teaching has a tendency to catch up with progress,and the phenomenon of seeking scores often ignores the formation process of mathematical concepts.Based on the classification of mathematical concepts,the paper discusses the teaching strategies of declarative concepts in junior high school mathematics.Research questions include:(1)statistical junior high school declarative mathematical concepts(a total of three grades);(2)understanding the teaching status of junior high school mathematics concepts;(3)junior high school mathematics declarative concepts and what teaching strategies.Firstly,text analysis is used to review the existing mathematical concepts,including conceptual teaching classification,teaching mode,cognitive process of conceptual learning,and cognitive stage of declarative mathematical concept learning.Secondly,through the interview method,understand the current situation of mathematics concept teaching in junior high school,and sort out the interview records to get the interview results:(1)the teaching of mathematical concepts should pay attention to the formation process of concepts;(2)the teaching of mathematical concepts should be supplemented by appropriate information technology.(3)The study of mathematical concepts should give students sufficient time.Finally,propose a more targeted teaching strategy.The teaching process is divided into five stages:(1)adding knowledge bridges,internalizing external operations;(2)discriminating essential attributes,inducting concept definitions;(3)clarifying conceptual connotations to construct conceptual images;(4)strengthening conceptual applications and promoting knowledge Migration;(5)extending the concept extension to generate a conceptual system.An operative teaching strategy is further proposed under each teaching stage.Stage 1 includes:providing intuitive materials,enriching perceptual knowledge;defining conceptual backgrounds,introducing concepts naturally;finding conceptual connections and extending the context of knowledge.Stage 2 includes:exemplifying positive examples,discriminating essential attributes;comparing concepts to clarify new and old connections;stage 3 includes:analyzing key points,clarifying conceptual meanings;multiple representations,improving mathematical expressions;setting counterexamples,and discriminating the essence of concepts.Stage 4 includes:designing a variant to highlight the essential attributes of the concept;inductive steps,emphasizing conceptual algorithmization;and extending the concept extension.