Research On The Starting Class Of Mathematics Teaching In Junior Middle School

There is no doubt about the position and value of “Advanced Organizer” in the teaching of starting courses,which should be given great attention.However,in the actual teaching operation,the teaching of starting courses has not been effectively implemented.Therefore,educators should reflect on the teaching of starting courses from both theoretical and practical levels.This research takes the starting courses of mathematics in junior middle school as the research object,in order to bring enlightenment to teachers’ starting courses teaching at two levels,namely “what to teach” and “how to teach”.Based on the above research background and purpose,this study applies literature research method,investigation research method,case analysis method,classroom observation method,and other research methods.The main research contents are as follows:(1)Summarize the relevant literature,and put forward new research ideas on the basis of the previous chapters’ starting courses;(2)Analyze the current situation of teaching implementation of the starting courses from two levels,namely“teaching” and “learning”,through teachers’ questionnaires and students’ interviews,and find out the existing problems;(3)Define and classify the concepts of the starting courses,and based on the mathematics textbook of junior middle school published by People’s Education Press(PEP),analyze the starting courses that should be paid special attention to in junior middle school mathematics.(4)Combine with the specific teaching contents,this research explores the optimizing strategies of the teaching of starting courses from the aspects of teaching content,learning situation,clear and specific achievable goals,optimization of teaching process,all of which teachers need to fully understand.(5)According toclassroom observation,two teaching designs,namely “from arithmetic to equation” and “isosceles triangle”,are provided for teachers’ reference.The main conclusions of this paper are as follows:(1)The starting courses of this paper refers to the starting course of chapters and the starting course of new knowledge blocks,such as “isosceles triangle”,which is the first specific geometric figure we have studied.(2)The current situation of junior middle school mathematics start-up teaching is that teachers have a vague understanding of the concept and function of the starting courses,so they do not attach importance to it;teachers do not know what to teach in the starting courses;teachers do not know how to teach in order to give full play to the value of the starting courses.(3)“What to teach” is more important than “how to teach”.Teachers should grasp the teaching contents of the starting courses from the following six aspects: the source and direction of “new” knowledge,the necessity of introducing new knowledge,the formation process of new concepts and demonstration of the essence of mathematics,the construction of knowledge structure and understanding of logical relationship,infiltration of history and culture of mathematics,and the accumulation of experience in mathematical activities which is to promote follow-up learning.