The Application Study Of Childlike Thinking In Junior High School Mathematics In The Context Of Teaching Under The Background Of "Double Reduction" Policy

The release of the "double re duction" policy has put forward higher requirements for the quality of education and the professional standard of teachers.At present,the teaching of mathematics in junior high schools still ignores the academic situation and lacks effective communication.Teachers and students have disconnected thinking,students’ thinking ability is difficult to improve,and the "one-size-fits-all" burden reduction will lead to two-level differentiation due to the difference in students’ consciousness,which will directly affect the smooth integration of the "double reduction" policy and mathematics teaching.Based on this,this study combines the background of "double reduction" to improve the quality of mathematics teaching in junior high schools and promote the development of students’ thinking,focusing on "Is it necessary to teach childlike thinking in the context of ’double reduction’?" "How can teachers apply childlike thinking to teach mathematics in junior high school?" "What is the effect of applying childlike thinking in the teaching of mathematics in junior high school?" "These three key questions were explored and practiced.Based on literature research,this study first clarifies the concept and theoretical basis of childlike thinking,and then investigates the current situation of mathematics learning and teaching of childlike thinking in junior high school under the background of "double reduction".The survey found that both students and teachers need to teach with childlike thinking.The intrinsic needs of students’ thinking development call on teachers to think about problems from the perspective of students,and high-quality teaching requires teachers to grasp the learning situation,simulate students’ thinking,and discover students’ problems.The survey results demonstrate the necessity of teaching childlike thinking in junior high school mathematics under the background of "double reduction".After clarifying the results of the current situation survey,this study constructs a teaching mode of mathematics in junior high school under the background of "double reduction" based on the characteristics of lesson types and the analysis of learning situation,with the goals of immaturity,infantilization problems,childlike evaluation,and childcare homework as the main content,so as to improve classroom efficiency,achieve the resonance of teacher-student thinking at the same frequency,and promote the development of students’ thinking as the ultimate goal.Specifically,the four teaching links of applying childlike thinking are refined,and the four stages of the teaching mode of childlike thinking are clarified: the preparation stage for discovering the childlike thinking point,the preset stage for finding the thinking connection point,the teaching stage for enlightening the key points of thinking,and the reflection stage for reaching the thinking resonance point.This paper further elaborates the application path of childlike thinking in junior high school mathematics teaching under the background of "double reduction".According to the constructed teaching mode,three teaching cases were designed:from the calculation to the equation starting course,the practice course of solving the one-dimensional one-time equation,and the end-of-chapter review course of the onedimensional one-time equation,and the teaching design of the starting course was carried out in the teaching experiment of T Middle School in N City,and the feasibility and effectiveness of the model were verified by using the effect questionnaire.Finally,it is found that the teaching of mathematics childlike thinking in junior high school can improve students’ mathematical performance to a certain extent,increase students’ interest in mathematics learning,improve students’ attitude towards mathematics learning,and enhance students’ mathematical learning ability.This teaching practice proves the value of teaching mathematics childlike thinking in junior high school,that is,it can meet the requirements of teaching under the background of "double reduction",reducing burden and increasing efficiency.