Research On The Teaching Of Different Courses In Mathematics In Junior Middle Schools ——An Example Of Quadratic Function

With the deepening of the ninth curriculum reform,more and more discussions and researches have been conducted in the educational circle around the purpose of improving the quality and effectiveness of teaching.Scholars have proposed many new educational concepts,new ideas,and various new forms of classroom teaching.Among them,it has also become one of the hotspots to construct a teaching model by dividing the curriculum to study teaching.Through the investigation and research on the mathematics classroom teaching in junior high school,the author found that some teachers surveyed carried out divided-course teaching without clearly understanding the theory of course type,which generally led to problems such as chaotic process,single method,rigid design and so on.This not only fails to improve the quality and effectiveness of teaching,but also is not conducive to the growth of teachers themselves.Therefore,it is particularly important to classify the courses according to the teaching content and adopt the teaching mode of divided courses.First of all,we use the method of literature analysis to understand the development and research status of the curriculum theory,and to understand the classification and classification standards of mathematics curriculum.Combined with the actual situation of mathematics teaching in different courses in junior high school,it conducts in-depth research on the definition,basic content,objectives and structural elements,program design and implementation requirements of common mathematics courses in junior high school,and strives to provide solid guidance for this research in theory.Secondly,using the teacher interview method and classroom observation method,to investigate the current situation of divided-course-based mathematics teaching in junior high school,and to have an in-depth understanding of the teaching design,classroom teaching,and the teaching of one-dimensional and two-dimensional units,so as to design the teaching and implementation of the subsequent divided-course-based teaching.Provide practical guidance.Finally,the group experiment method is used to carry out teaching practice,taking the content of the one-dimensional quadratic function unit as the carrier,and taking two parallel classes as the practice object,to carry out a specific teaching analysis.Through practical research,it is found that the unit teaching involves concept courses,problem courses,practice courses,homework commentary courses,and summary courses.Based on this,further research on the design and implementation of divided-course teaching was carried out,and two parallel courses were selected.The differences between the pre-and post-test scores of the class were analyzed.To sum up,this research draws the following conclusions:（1）Taking the teaching content as the classification standard,the common types of mathematics courses in junior middle school include concept courses,principle courses,problem courses,exercises courses,summary courses,lectures and review courses;（2）Class-based teaching helps to improve the effect and quality of mathematics classroom teaching in junior high schools;（3）Class-based teaching under the ideological and political education concept of the "Lide Morality and People" course is conducive to the all-round development of students;（4）Flexible application of teaching The method of class-based teaching is helpful to improve students’ learning efficiency.After this practice and research,the following suggestions are put forward for class-based teaching:（1）Continue to improve the class and classification theory;（2）Improve teachers’ cognition of class theory,and implement it in practice,that is,teachers should Class-based teaching should be used with a correct,comprehensive,systematic and clear understanding of the theory and essence of the curriculum;（3）It is necessary to keep pace with the times and highlight the characteristics,that is,teachers should use teaching methods flexibly and scientifically for different course types based on the latest curriculum reform requirements,curriculum standard requirements,teaching environment,and students’ cognitive level.