Teaching Research Of Middle School Mathematics Concept Course Based On Discovery Teaching Mode

Core idea of new curriculum reform in our country is "people-oriented" and "based on students’ development",for teaching towards autonomous learning,cooperative learning,discovery learning in the direction of development,emphasis on students’ learning style changes and forms of classroom teaching reform,to cultivate students’ innovation spirit and practice ability as the main purpose.This paper studies the discovery teaching mode which is based on the ideas of "learning before teaching,in-class training","self-learning as the basis,cooperation as the supplement,inquiry as the product".It is one of the important methods used by junior middle school mathematics teachers in concept course teaching,which is conducive to cultivating students’ independent exploration ability and cooperative communication ability.Firstly,this paper in the perspective of found teaching mode,through the research of the present situation of mathematics concept learning in junior middle school students,found that the feasibility of the teaching model of junior middle school mathematics concept teaching and found that the effect of the teaching mode of mathematical concept learning,using SPSS and office software to analyze survey data,found that the students is not optimistic about the present situation of mathematical concept learning,However,I am interested in using the discovery teaching model for concept teaching.Teachers lack a comprehensive and profound understanding of the mode of discovery teaching and cannot fully grasp the level of students’ cognitive development.Secondly,based on the analysis of survey data and interviews,this paper proposes the following strategies for the implementation of the discovery teaching mode in junior middle school mathematics concept class :(1)optimize the problem situation to stimulate learning interest;(2)Organize communication activities to exercise cooperation ability;(3)Build efficient classroom and cultivate self-study ability;(4)Deepen the teaching content and enhance the ability of inquiry;(5)Infiltrate the mathematics culture and improve the core quality.In addition,this paper designed two teaching cases based on teaching strategies and applied them to practical teaching.Through the practice of two teaching cases and the results of the experimental observation in class for data collection and analysis,the conclusion is as follows:(1)on the behavior of college students,the experimental class students are focused,listen to the teacher in class,positive answer questions,etc,the average obtained similar to that in comparative classes,in the independent thinking to explore and class participation,the average score is better than that in comparative classes;(2)In terms of comprehensive evaluation,the average score of experimental class students in learning state,learning interest,classroom atmosphere and concept mastery is better than that of control class.