The Classification Of Mathematics Concept In Junior Middle School And Its Teaching Research

Mathematical concepts always have been widely valued by scholars,but there are still present many problems in the teaching of mathematical concepts: all mathematical concepts appearing in mathematical textbooks are treated equally.Hence,they do not distinguish between primary and secondary.In the end,it leads to neglecting the requirement of different mathematical concepts and paying too much attention to all the concepts.When we see the concepts,we dig deep and expand them,which undoubtedly causes unnecessary burden to the teachers and students.Therefore,how to solve these problems has become an important part of teaching research.Through the research and analysis of the existing problems,this paper finds that it is an effective way to solve the problem by grasping the status and function of the concept and classifying it to carry on the teaching.Finally,the concepts are divided into two categories: one is the mathematical core concept,the other is the mathematical non-core concept,and further classifies the two categories of concepts,and divides the mathematical core concepts into two categories,One type of concepts that can be delayed and another type of concept that must be mastered;meanwhile,The non-core concepts of mathematics are also divided into two categories,one type of concepts is descriptive,and another type of concept is transitional.Through this classification,we can effectively solve the problem of paying too much attention to the concept that should not be paid too much attention.Therefore,this paper for junior high school mathematics concept classification research is very meaningful.This article is based on the junior high school mathematics textbook of Xiangjiao edition to study the mathematical concepts involved in it.Onthe one hand,these concepts are sorted and classified from the aspects of nature,status and function,which are core concepts and which are non-core concepts,as well as always consider the whole mathematical system and curriculum standards as factors.A concrete example is given to illustrate the feasibility of the classification in this paper,which has a guiding role in essentially controlling the core and non-core concepts of the second category.On the other hand,the research of mathematics concept teaching mainly starts from the two aspects of teaching objective and evaluation.Mainly discussesmust be mastered and non-core concepts about the determination of teaching objectives and the design of written inspection.Furthermore,the standards of concept teaching are standardized that prevent the adverse effects caused by excessive attention to concepts.