Teaching Experimental Research On Integrative Learning Of Math Discipline In The First Grade Of Middle School

The advent of the information-based intelligence era has a huge impact on our ways of acquiring knowledge and the methods of learning.Knowledge fragmentation,passive learning,and teacher indoctrination still occur in mathematics classrooms in high schools in China.Students often acquire knowledge through rote memorization and mechanical training.How to transform the traditional view of knowledge and learning,and effectively promote the in-depth reform of education and teaching,to adapt learning to the current era,have become a new topic that we urgently need to study and solve.Therefore,the explosive growth of knowledge and the need to ”learn to learn”have led to the exploration of new learning methods.Traditional learning methods are becoming increasingly unsuitable for the development of the times and the long-term development of students.Integrated learning is a new way of learning.It emphasizes from the perspective of the learner’s subject,through the learner’s active integration of knowledge materials,to achieve efficient and in-depth understanding and grasp of knowledge.This study explores the impact of integrated learning on high school mathematics learning through quantitative and qualitative empirical research,which has important scientific value and practical significance.This article first uses the literature method to theoretically explain the significance and theoretical basis of integrated learning.Secondly,according to the integrated learning theory,a series of integrated learning tutoring courses suitable for high school mathematics learning are designed.Thirdly,the method of comparative experiment is used.Two selected classes are used for teaching practice.The experimental class psychology class uses integrated learning guidance,while the control class follows the normal psychological curriculum arrangement.Finally,three mathematics students in the experimental class are selected for case counseling.Both qualitative and qualitative aspects provide empirical evidence for this study.This study mainly draws the following three conclusions:This study mainly draws the following three conclusions:(1)In the course experiment of integrative learning in high school mathematics,students in the experimental class have self-questioning and integrated knowledge significantly improved,and the positive changes in apex thinking,inference application and integrated learning total score are more obvious,showing an upward trend.These findings show that,based on the theory of integrated learning,the integrated learning tutoring courses designed for the first grade mathematics learning can effectively improve the students’ integrated learning level;(2)In the course experiment of high school mathematics integrated learning,the effect of integrated learning on high school students’ math scores needs further study;(3)Case studies provide qualitative information for this study.In the case,mathematics students with poor mathematics achievements,integrated learning and metacognition have improved.These findings indicate that integrated learning has a certain role in promoting mathematics students with learning difficulties.