Study On The Effective Application Of Holistic Teaching In Junior High School Mathematics Teaching

With the implementation of the new curriculum reform and the upgrading of the requirements of the times for talents,teachers in classroom teaching should not only teach students to learn knowledge,but also teach them how to seek connections between knowledge and grasp knowledge as a whole.In many junior secondary mathematics classrooms today,some teachers only focus on the transmission of knowledge,but fail to let students understand the context of knowledge and grasp the structure of knowledge,resulting in students learning mathematics in a fragmented way and falling into the misconception of "seeing the trees but not the forest".Mathematics is holistic in nature,and learning mathematical knowledge requires systematic thinking.Based on constructivist and structuralist theories of teaching and learning,this article combines the current situation of students’ learning and teachers’ teaching,focuses on the end-of-chapter revision lessons,which are easily ignored by teachers,and proposes holistic teaching strategies.This paper investigates the current situation of the implementation of holistic teaching in junior secondary school by combing through the relevant literature on holistic teaching at home and abroad,using questionnaire,interview and statistical analysis methods,and analysing the questionnaire data and interview results to conclude that the following phenomena exist in the implementation of holistic teaching in junior secondary school: students’ lack of holistic mathematical awareness,weak systematic thinking and lack of holistic learning strategies resulting in Teachers have a poor grasp of holistic teaching and its strategies,fragmented teaching content and a lack of holistic teaching methods.To address the current situation,this paper proposes strategies for the effective application of holistic teaching in junior secondary mathematics from the perspective of students and teachers respectively,and focuses on teachers’ teaching,in terms of the formulation of teaching objectives,the grasp of teaching content,the use of teaching methods and the design of teaching processes.In addition,this article develops and puts into practice a case study of holistic teaching design in the context of parallelogram end-of-chapter review lessons.An experimental study of holistic teaching in junior secondary school mathematics is conducted.Based on the analysis of data from the preliminary questionnaire and the later experimental results,it is concluded that holistic teaching can help students to establish the awareness of actively building knowledge connections and cultivate the concept of wholeness;the implementation of holistic teaching strategies can improve The implementation of holistic teaching strategies can improve the mathematical learning ability and systematic thinking of junior secondary school students;holistic teaching has an effect on the effectiveness and quality of junior secondary school mathematics classroom teaching.