A Study On The Teaching Of Cultivating The Mathematical Symbol Consciousness Of Middle School Students In Rural School

The fundamental task of mathematics education is to cultivate the social people with the core accomplishment of mathematics.It requires teachers to properly guide students to form mathematical thinking,master mathematical language,use the mathematics thought to solve the actual problems in real life,understand the natural society and master its laws.However,mathematical symbols are important parts of mathematical language.If we want to realize the above requirements,we cannot do it without developing students' symbolic consciousness.Through the normal teaching,The author finds that the students' consciousness of mathematical symbols is not good.At present,there are few systematic researches on mathematical symbolic consciousness from the perspective of rural junior middle school students and rural mathematics teachers.So this article detailed investigated the weakness of the students' mathematics symbol consciousness and the reason for the first time.It is going to put forward some effective teaching suggestions for these reasons to help cultivate the consciousness of mathematical symbols in rural junior high school.The research of this paper is conducive to the formation of a new mathematical symbol teaching view,the promotion of the organic combination of all kinds of teaching related to mathematical symbol consciousness,and the improvement of the original theoretical system of mathematical symbol consciousness teaching.In addition to cultivating the mathematical symbol awareness of junior high school students in rural schools,the research of this paper has good practical significance for cultivating the core quality of junior high school students in rural schools,improving their interest in learning,and improving the professional development of teachers in rural schools.Before the investigation,this paper makes a lot of theoretical analysis on the content of cultivating the mathematical symbol consciousness of junior high school students in rural schools.On the basis of relevant research at home and abroad,this paper defines the concepts of rural school,symbol,mathematical symbol and mathematical symbol consciousness.Furthermore,the mathematical symbol consciousness is divided into the following dimensions:the perception and understanding of mathematical symbols,the transformation andrepresentation of mathematical symbols,the operation and reasoning of mathematical symbols,and the expression and thinking of mathematical symbols.And according to this dividing standard,has carried on the compilation survey test volume.In this paper,a total of 236 students and 34 teachers from four rural schools in Changchun Shuangyang district were investigated by the questionnaire and the survey test paper.The survey results show that rural junior high school students are mainly reflected in the poor awareness of mathematical symbols.The students are not deep enough about the connotation of mathematical symbols.They have a poor general understanding of using letters.For some new types of questions,they often feel no way to start.It is also difficult for them to understand more abstract reasoning.They can not master some mathematical ideas,such as classified discussion of ideas,number-form combination of ideas well.They can not get the score on the test paper because of their poor multi-language conversions.Besides,more than half of the teachers do not fully understand the origin and function of mathematical symbols in junior high school.In view of this situation,the author makes a comparative survey of 221 students and 17 teachers from a city school in Changchun,Shuangyang district.Through the comparison,the author finds two aspects reasons that the rural school middle school student mathematics symbol consciousness is relatively weak.On the one hand,the rural teachers working in the front line are younger.Their teaching experience is less.Their consciousness of intentional explanation in the teaching of mathematical symbols is weak.They can not help the students finish the right writing of mathematical symbols and master the mutual transformation of various languages.On the other hand,the phenomenon of polarization of rural students is very serious,which leads to the whole learning atmosphere is not strong.Most students have no interest in learning so that they have no good habit of learning mathematics.In view of the reason why the rural junior high school students' consciousness of mathematical symbols is relatively weak,the author gives the teaching suggestions from three major aspects before,during and after class.Teachers should study carefully before class to improve their understanding of mathematical symbols.And students should study independently,such as reading textbooks.The teacher should carry on the stratified teaching in class,mainlyfrom the goal,the exercise problem,the assignment stratification.Then they mainly explain the symbol contains the meaning,the multi-language mutual transformation to help the student to establish the mathematics symbol consciousness.After class students and teachers should seriously rethought.The author has carried on the teaching practice in order to detect the validity of teaching suggestions.A teaching case was prepared and a teaching practice was carried out.each year period before and after the experiment of two class after class test results analyzed,and the concept of class teachers and students in the interview,all found according to the author put forward the teaching strategy,teaching of rural middle school to cultivate consciousness of mathematical symbols is helpful.