| Mathematical thinking,as the soul of mathematics,plays an important role in the implementation of the fundamental task of establishing moral education in mathematics,and in training the builders and successors of socialism in the new era.However,mathematical thinking is still not given much attention in current teaching: teachers simply instil textbook knowledge without ever allowing students to perceive mathematical ideas,emphasise teaching results without paying attention to the process of knowledge exploration,and teach students problem-solving skills without paying attention to the cultivation of students’ ability to analyse and solve problems with mathematical ideas.Therefore,this article investigates the current situation of mathematical ideas penetration and teaching strategies in practicum schools,to provide some teaching references for frontline teachers,to effectively improve the current situation of mathematical ideas penetration.This study takes the literature research method as the starting point and uses various research methods such as questionnaire survey method,interview method and case study method to investigate the current situation and teaching strategies of the infiltration of mathematical ideas in junior secondary schools.Through literature research,the current status of research on the infiltration of mathematical ideas is sorted out;through student questionnaires and teacher interviews,the current situation of "learning" and "teaching" of the infiltration of mathematical ideas is found,and the problems of the infiltration of ideas are summarised in the context of the internship;based on the results of the analysis of the national case study of excellent lessons Based on the results of the analysis of the national best lesson cases and the problems found in the preliminary survey,the 2011 edition of the Curriculum is used as a guide,and the development of knowledge is used as a clue to give targeted strategies for the penetration of mathematical ideas in teaching.The study shows that the following problems exist in the infiltration of mathematical ideas in junior secondary schools: firstly,teachers and students have a biased perception of mathematical ideas,and treat mathematical ideas belonging to the category of methodology as factual knowledge to be memorised and recited;secondly,teachers and students lack a scientific and rational approach to teaching and learning,with teachers using explicit language to point out the definition of mathematical ideas and students reciting and memorising them;thirdly,teachers do not study the standards thoroughly,and teachers lack action guidelines for the infiltration of ideas;fourthly,teachers lacked research on the teaching of mathematical ideas,which led to many confusions in the process of ideas penetration;fifthly,teachers lacked clear target levels for the penetration of mathematical ideas and lacked systematic and mature penetration strategies.Because of the problems identified above,combined with the results of the analysis of the national best lesson cases,this study proposes the following infiltration strategies: Firstly,to accurately grasp mathematical ideas in the preparation of pre-class knowledge,teachers should carefully study the relevant requirements in the curriculum,dig deeper into the ideas embedded in the teaching materials,study and explore the strategies for the infiltration of ideas,clarify the extent of the infiltration of ideas,and deeply integrate mathematical ideas with the teaching design;secondly,in the exploration of classroom knowledge Teachers should guide students to perceive,apply and sublimate mathematical ideas in the introduction of concepts,knowledge exploration,problem-solving and summing up and reflecting;thirdly,to understand mathematical ideas in the improvement of knowledge teaching after lessons.Students are encouraged to grasp mathematical ideas progressively.As the reform of the mathematics curriculum progresses,teachers should give full play to the nurturing value of the subject of mathematics,and subtle infiltration of mathematical ideas into teaching activities,so that students can continue to understand mathematical ideas in the process of knowledge exploration,and then cultivate students’ core literacy in mathematics,and implement the fundamental task of building moral character. |
