Research On The Application Of Three-Effect Classroom In Junior High School Mathematics Teaching

With the progress of science and technology,some applications of information technology have entered the field of education.The emergence of the three-effect classroom makes technology,information and subject teaching integrated,providing new ideas for the further development of junior high school mathematics teaching.In response to the requirements of the new curriculum reform on junior high school mathematics teaching,applying the three-effect classroom teaching model to junior high school mathematics teaching can help solve the problems existing in the current junior high school mathematics teaching,improve students’ autonomous learning ability,improve the quality of mathematics teaching,and meet students’ learning needs.This paper is divided into six chapters,which elaborates the background,research questions,research process and research conclusions of this study.The first chapter introduces the background and significance of the topic,research ideas and research methods.The second chapter introduces the concept,characteristics and development of the three-effect classroom,and expounds the theoretical basis of the three-effect classroom.The third chapter takes Changle Beida Public School’s implementation of the three-effect classroom as the relevant case,showing the implementation steps of the three-effect classroom.According to the teaching process of the three-effect classroom,students are guided to learn teaching videos and guidance plans independently in advance to basically complete the teaching of knowledge.In class,knowledge is internalized through independent and cooperative exploration activities.In the fourth chapter,in order to understand the effectiveness of the three-effect classroom in junior high school mathematics teaching,the author conducted an experimental study.Through the analysis of the data before and after the experiment,the author evaluated the students’ learning effect and the effectiveness of the three-effect classroom.Through questionnaires and interviews with students,we can understand the students’ feelings about the use of the three-effect classroom and the changes in autonomous learning.Through the above investigation and analysis,the three-effect classroom teaching mode is helpful to improve the learners’ math learning performance,and also has some improvement in autonomous learning ability,which can comprehensively improve the students’ comprehensive quality.This chapter mainly describes the practical value of the three-effect classroom.The fifth chapter according to the questionnaire and the basic situation of education and teaching in our country,this paper finally puts forward the difficulties encountered by the three-effect classroom teaching model in junior high school mathematics teaching and the corresponding solutions.Although the three-effect classroom teaching has many advantages,it is still difficult for the three-effect classroom teaching model to be widely applied in the country due to the low information literacy of teachers,the difficulty of students accepting the new model,the lack of information leadership of managers and other reasons.It is necessary to explore the three-effect classroom teaching of mathematics suitable for China’s national conditions.The sixth chapter is the conclusion,which states the shortcomings and innovations of this study.