Practical Research On Activity Teaching In Junior High School Mathematics Classroom

Mathematics classroom is an important place to implement the core quality of mathematics,so most of the landing problems of the core quality of mathematics also focus on the research of mathematics classroom teaching : What kind of teaching methods and modes can promote students to understand and master mathematical knowledge,and at the same time,promote the improvement of their discipline core literacy.Adding activities in the classroom is a common teaching method for teachers.The activity teaching method is proposed by educational scholars in criticizing the "teacher centered" traditional classroom.The integration of activities can improve students’ participation and learning enthusiasm,transform the classroom into "student centered",and truly focus on the students themselves,which is in line with the requirements of improving the core quality of mathematics.However,the previous research on activity teaching rarely involves the discussion on the change of mathematics core literacy.Therefore,this paper combines mathematics core literacy to further promote the development of activity teaching.This paper adopts the methods of literature research,questionnaire survey,interview and experimental research.It mainly research focuses on the following three problems:(1)What is the current situation of activity teaching in junior mathematics classroom?(2)What mathematical content is suitable for activity teaching in junior high school? What are the types of mathematical activities? What are the specific requirements for implementation?(3)How effective is the activity teaching method based on teaching strategies and implementation procedures applied to junior high school mathematics classroom?First of all,the literature was studied.Through reading a lot of research literature and books on activity teaching at home and abroad,the current research status and achievements were clarified,which laid the foundation for this study.And,through questionnaires and interviews,from the perspective of students and teachers,we have learned about the implementation and attitude of activity teaching in junior high school mathematics classroom,investigated the difficulties in the implementation of activity teaching and put forward suggestions.Secondly,based on the above survey results and referring to the existing activity teaching models studied by predecessors,the author selects and improves the "six ring activity teaching model of mathematics" in this paper,and puts forward the corresponding teaching strategies.Finally,under the teaching strategy,the experimental class was taught with two major contents,namely,"function module" and "preliminary probability".The experiment effect is analyzed through case analysis,pre and post test comparison of "Model concept" and "Data Concept" literacy,and performance difference comparison,and then it is tested whether the activity teaching mode has significant differences in students’ performance and mathematical core literacy level.After class,we interviewed the teachers and students to understand their recognition of the activity teaching model,so as to draw relevant research conclusions and teaching suggestions.Through research,the following conclusions are obtained:(1)In terms of core mathematical literacy,the "Model concept" of the experimental class and the control class was in the middle of level 1 before the experiment,and there was no significant difference.After the teaching experiment,in terms of "Model concept" literacy,the level of the experimental class was above Level 1,close to Level 2,and the control class was the same as the original level.There was a significant difference between the two classes before and after the experiment;In terms of "Data Concept" literacy,the experimental class and the control class were in the middle of level 2 before and after the experiment,and there was no significant difference before and after the experiment.This shows that students’ mathematical core literacy has been improved.(2)Based on the activity teaching mode,teaching has a positive impact on students’ performance.Before the experiment,the scores of the two classes were equal.After the teaching experiment,the proportion of the experimental class achieving grade A was far greater than that of the control class,and the proportion of grade C was far less than that of the control class.The results of the experimental class were significantly better than those of the control class.(3)In the interviews after class,teachers and students supported and affirmed the activity teaching model.The students expressed that they had improved their interest in learning,and their enthusiasm and initiative in learning had increased;The teacher said that the mathematics activity teaching mode highlighted the students’ subjectivity,paid attention to the generative and constructive nature of knowledge,triggered students’ self concern for learning,and renewed classroom vitality.Finally,according to the actual implementation of activity teaching method in mathematics classroom teaching,the process and results are reflected and summarized,and the teaching suggestions of this paper are obtained.Before class,the activity design should be as detailed and comprehensive as possible;Optimize group activities and improve efficiency.In class,pay attention to the guidance and monitoring of the activity process;Strengthen activity summary and refine and sublimate.