Research On Information-based Teaching Design Of Quadratic Function In Junior Three Mathematics

Based on the previous research,this study chooses junior high school mathematics quadratic function related courses as an example to carry out information-based teaching design,and to practice teaching design in the real teaching situation.The research combs the relevant theories of junior high school mathematics informatization teaching design,and on this basis,revises and improves the teaching design and guides the teaching practice.The research chooses two classes of a junior middle school to carry out informationization teaching practice,one class as a control class,the other class as an experimental class,and carries on the teaching practice of three chapters of courses.This study collects research data through questionnaire test,student evaluation and other ways,and quantifies the data.And qualitative analysis to solve the research problems and draw conclusions.Analysis of students through a pre-teaching questionnaire test.Through a pre-teaching questionnaire test to analyze teachers' attitudes and perspectives on the existing information-based teaching;finally through a pre-teaching and post-teaching examination to analyze students' cognitive level differences before and after learning test to get the teaching practice research results of the effectiveness of the information-based teaching design.This study shows that:(1)students are mainly active in mathematics learning,but because of their limited cognitive level,most students will encounter different degrees of difficulties in learning quadratic function courses;(2)After comparative analysis of information conversation teaching and normal teaching,it is found that students who adopt information-based teaching method have significantly higher academic level than those who adopt normal teaching method,and students are more likely to use information-based teaching method.Like the information-based teaching method,think that it is helpful to learn and deepen understanding;(3)After the practice of information-based teaching,teachers' educational beliefs have changed slightly,information-based teaching knowledge has been increased and teaching ability has also been improved.