The Teaching Research Of The Middle School Mathematics Classroom Space

With the promotion of the new round of curriculum reform,in the classroom of primary and secondary schools,the teaching concept of student development has penetrated into the teaching behavior of every educator.However,looking at the current junior high school mathematics classroom,many teachers in order to be able to complete the established teaching objectives in time,from the ring of the class bell to the end of the bell is still not enough.Such a "full class" is difficult to arouse students' interest in mathematics and is not conducive to the development of students'mathematical thinking.Based on this background,this paper will start from the purpose of improving the efficiency of mathematics teaching,enhancing students'ability of independent thinking and mathematics core literacy,and study the classroom space in junior middle school mathematics teaching.This paper focuses on the concept and strategy from three dimensions:the current situation,strategies and feedback.First of all,questionnaire and interview are used for students and teachers respectively,so as to grasp the attitude of junior middle school students towards mathematics classroom blank,teachers' understanding and application of classroom blank,and analyze it from multiple perspectives according to the survey results;then,through classroom observation and teaching practice,explore the strategies of using classroom space in different teaching contents;finally,for The validity of blank space is verified,and the author conducts an educational experiment.Two classes taught by the author were chosen as the research objects.In the two classes,40 students with the same basic level and no statistical difference in pretest were selected as experimental students and control students respectively.In the experimental class,the teaching mode of leaving blank in class and the strategy of independent learning were implemented for nearly six months.The conclusions of this study are as follows:(1)concept level:many junior middle school mathematics teachers do not have a comprehensive understanding of classroom blank,and there are many problems in the actual teaching application.(2)Strategy level:in principle,it puts forward the principle of moderation to achieve the development of students at all levels;it puts forward the principle of subjectivity to play the main role of students;it puts forward the principle of difference to pay attention to individual students for individualized teaching.In terms of teaching content,blank space in concept teaching is conducive to enhancing students'understanding and perception;blank space in key and difficult points can improve students' thinking and migration;blank space in expansion can improve students'practice and creativity.(3)Feedback level:no matter how subtle the classroom spaceis,if it lacks the teacher's pertinent evaluation,the effect will be greatly reduced.Classroom feedback can promote the good interaction between teachers and students.We need to pay attention to the incentive principle,the equality principle and the timeliness principle.(4)It is found that the classroom space in class has a significant effect on improving students' mathematics performance and optimizing students'thinking quality,promoting the improvement of students' overall mathematics level,but also improving the mathematics performance and mathematics ability of students at different levels,especially the progress of middle school students and students with learning difficulties.The paper gives the corresponding cases to explain under each argument,and adds some thoughts of the author to the conclusion.