The Research On The Problems And Countermeasures Existing In The Teaching Process Of Junior Mathematics Starting Class Of A Chapter

With the formation of the chapter structure of "whole-part-whole" in mathematics teaching materials,the beginning of a chapter begins to attract the attention of teachers'.The beginning of a chapter plays a role in knowledge transition,structure description,thought guidance,interest stimulation,etc,but it doesn't work very well in practical teaching.Therefore,to find out the problems and causes in the teaching of junior middle school mathematics chapter at the beginning of the class and put forward the solution strategy have become an urgent need for us to study the topic.This paper focuses on the study of junior middle school mathematics,mainly adopting the methods of literature research,questionnaire survey,text analysis and classroom observation.The main research ideas are as follows: firstly,the literature research method is a good way to understand the research status of the junior high school chapter starting class and define its core concepts;Then,the relevant theories are discussed to provide theoretical support for classroom teaching.Secondly,through the text analysis,the author summarizes the characteristics of the beginning lesson of junior middle school mathematics chapter;Then,the author makes a questionnaire survey to understand the current teaching status of the beginning of junior middle school mathematics chapter;Finally,combined with classroom observation,this paper explores the problems and causes existing in the teaching of the beginning of junior middle school mathematics chapter,and puts forward countermeasures.This paper defines the chapter beginning class as the first class that starts with the chapter introduction and the basic material in the picture before the chapter.Through the interpretation of the chapter introduction and pre-chapter diagram of compulsory education mathematics curriculum standards and teaching materials,the author concludes that the characteristics of the beginning lesson of junior middle school mathematics chapter are: ideological guidance,structural program,comprehensive content,and extensive connection.This paper conducts a questionnaire survey on teachers and students of twomiddle schools in Chongqing to understand their self-knowledge,classroom implementation and teaching feedback on chapter initiation.Through the analysis of the survey data,it is found that the investigated teachers and students have affirmed the importance of chapter initiation lesson,but in the actual teaching,the implementation of the chapter initiation lesson of junior middle school mathematics is not optimistic.The difficulties are as follows: the teaching code is single;Textbook content is difficult to integrate and so on.Through classroom observation,the reasons are analyzed as follows: teachers only pay attention to the classroom,and their research consciousness is superficial;Teachers ignore the situation of learning,the status of students can not be reflected;The teacher's workload is large,the teaching material analysis is not deep enough;The evaluation method is single and the feedback effect is not good.In order to solve the above problems and improve the classroom teaching efficiency of chapter initiation class,the corresponding countermeasures mainly involve three aspects: digging into the content before chapter,paying attention to the ideological method and implementing the exclusive homework.The specific countermeasures are as follows: first,to dig into the pre-chapter content is to interpret the pre-chapter content and clarify the explicit knowledge of the textbook;To explore the connotation of chapter and reveal the tacit knowledge of teaching materials;To integrate the pre-chapter knowledge and the program chapter system structure.Second,we should pay attention to the method of thinking,identify chapter types and explore the content positioning of this chapter.Third,it's necessary to carry out the exclusive work: to carry out the self-restatement,to clarify the main line of knowledge of this chapter;to echo before a chapter content and to summarize thinking methods.