Research On Mathematics Classroom Introduction In Middle School Driven By Primitive Ideas

Curriculum standards emphasize that mathematics teaching should grasp the essence,design appropriate questions and situations to stimulate students’ thinking and communication,and develop students’ mathematics core quality.As a starting point for students to construct new knowledge,classroom introduction is a bridge for students to establish links between old and new knowledge,and a link between students’ real world and mathematical knowledge.High-quality classroom introduction can effectively develop students’ cognition and cultivate students’ mathematical emotion.Although classroom lead-in plays an important role in teaching,front-line mathematics teachers do not pay enough attention to classroom lead-in and lack relevant theoretical learning.As a result,the design of situations and problems in the lead-in process blindly pursues "lively",but is difficult to penetrate into the essence of teaching themes,which deviates from the teaching content itself.Based on this,this study organically integrates the original problem-driven teaching concept into teaching,helps teachers effectively design and implement the introduction of mathematics in class,promotes the development of teachers’ introduction skills,and implements the cultivation of students’ core mathematical literacy.In this paper,literature analysis,observational research and experimental research methods are adopted.By reading relevant literature,the research status of classroom lead-in is analyzed to understand the profound connotation of the original problemdriven teaching concept and lay a theoretical foundation for the subsequent construction of lead-in models.In-depth first-line teaching,this paper conducted a study on the classroom question coding of the lead-in link of 42 normal mathematics classes,and statistically analyzed the characteristics of the lead-in link question,the characteristics of the teacher’s questioning,the characteristics of the students’ answering and the characteristics of the teacher’s answering,so as to provide a practical basis for the construction of the lead-in model.Based on the original-question-driven teaching concept,a lead-in model was constructed,and classroom lead-in was designed and put into teaching practice.Finally,questionnaires and test papers were designed to compare and analyze the specific differences between classroom lead-in in normal classes and classroom lead-in under the original-question-driven concept.The research conclusions are as follows:On the practical level,this paper makes a coding analysis of the current situation of questions in the leading-in section of normal mathematics classroom,and draws the following conclusions: First,the design style of question situation is too simple,which cannot reflect the wide application of mathematical knowledge;Secondly,the representation of the problem is not rich enough and lacks intuitiveness,which is not conducive to students’ accurate extraction of the problem information.Thirdly,teachers ask too mechanized questions,the level of questions is too low,it is difficult to train students’ mathematical thinking;Fourthly,teachers’ attitude and behavior are not clear enough,and students can not get the teacher’s incentive in class,which reduces the enthusiasm of learning.On the theoretical level,based on the concept of primal problem-driven teaching,the paper discusses three principles of classroom introduction and four stages of mathematics classroom introduction.Introduce three principles of design: first,show the essence of mathematics;Second,pay attention to mathematical thinking;Third,pay attention to students’ reality.The four stages of mathematics classroom introduction are:(1)preparation stage,learning situation analysis and textbook analysis;(2)In the design stage,import target analysis and import material selection;(3)In the implementation stage,present the lead-in situation,guide students to dig out the essence of teaching topics to drive classroom teaching;(4)In the reflection stage,introspection is carried out based on the realization of the functional value of the teaching concept driven by the original question.Combining theory with practice,based on the import model,this paper designed the import case of "The Judgment of Straight Lines and Parallel Planes",and implemented the teaching.Through the independent sample t test on the scores of the questionnaires and test papers of the experimental group and control group,the results showed that: Classroom introduction under the concept of Primitive Ideas driven teaching can effectively help students master new knowledge,and at the same time,students have a high degree of satisfaction on "content,process and effect of introduction".