The Investigation Of The Mastery Of The Ideological Method Of The Junior Middle School Students And The Research On The Promotion Strategy

As one of the most important and basic thinking methods in mathematics,the thinking method of transformation and conclusion plays an important role in the process of students' solving mathematical problems and realistic problems."Compulsory Education Mathematics Curriculum Standard(2011 Edition)" pays more attention to mathematics thinking and methods,and explicitly puts forward "basic thought" as one of the training requirements of "four bases"(basic knowledge,basic skills,basic thought and basic activity experience).However,how do teachers attach importance to the thought and method of normalization in normal teaching? How well do students master the thought method of transformation? How to Effectively Improve the Penetration Quality of Mathematical Transformation Thought Method? And so on question,still needs to base on the practice investigation consideration to carry on the pointed research.This research uses a variety of methods such as literature analysis,questionnaire survey and case study to compile problems from four dimensions to investigate the mastery degree of the thought method of turning junior high school students of different types into junior high school students.Based on theoretical exploration and empirical investigation,this paper summarizes and induces the teaching strategies of the thought method of transforming junior high school mathematics from the investigation status quo,so as to provide reference for the effective penetration of the thought method of transforming junior high school mathematics.The following basic conclusions are obtained:?The students of the two types of schools are different in four dimensions,especially in the application of this dimension.Urban school students are much better than those of rural school students in their ability to transform,and are good at thinking about problems from multiple angles and using different methods of transform.?Teachers' lack of reflection before teaching design,insufficient penetration in the teaching process,misjudgment of students' knowledge,and too compact and unreasonable teaching design all affect the degree of penetration of the thought method of conversion in teaching.?Through the investigation,the causes of the obstacles to students' tranfomation mainly include two aspects: teachers and students.From the perspective of students,The way of understanding is relatively simple;the consciousness of transformation is not obvious;the obstacles include unclear purpose of tranfomation;Ignoring the essence of the problem;The direction of transformation is single.The mathematical knowledge system is not perfect.From the perspective of teachers,obstacles include lack of reflection before teaching design;The infiltration in teaching design is not obvious.Teachers' "Misjudgment" of Students;The arrangement of teaching rhythm is too compact,resulting in insufficient reflection of students.?Corresponding strategies are given from two angles of teachers' teaching and students' learning: Fully Excavate Teaching Materials and Clarify Teaching Contents;preparing lessons reasonably and designing teaching in a variety of ways;Guiding students to return to their original positions by using inspiring reminders and paying attention to variant training;To guide students to construct mathematical knowledge framework and analyze mathematical knowledge from multiple angles;Repeated induction and summary,deepening the thought of conversion;Analyze the process of problem solving to realize gradual transformation;Pay attention to problem-solving reflection,sorting out methods about transfomation;With the help of mind map to organize the knowledge framework,macro-grasp the thought method of transformation.