Based On Mobilizing Students’ Subjective Initiative To Build Seventh Grade Mathematics Effective Teaching

With the implementation of the "double reduction" policy and the issuance of the Compulsory Education Mathematics Curriculum Standard(2022 edition),the main task of primary and secondary education in China has shifted from cultivating high-level students to cultivating high-quality students.Based on previous research results,this thesis starts from subjective initiative,the source of student autonomy,and adopts the method of mobilizing students’ subjective initiative through the regularity of teaching process to successfully cause,maintain and promote students’ learning,so that different students can get different development in mathematics,realize "reducing burden and improving quality",and develop students’ core literacy.In addition,students are encouraged to form independent and effective teaching to meet the needs of lifelong development.This study adopts literature research method,investigation method and statistical analysis method.The main work is as follows: First,the author combs and expounds the literature of subjective initiative,effective teaching theory,other teaching theories and effective teaching and subjective initiative;Secondly,taking A Middle School of the Sixth Division of Xinjiang Production and Construction Corps as an example,this thesis investigates the current situation of students’ subjective initiative in mathematics learning in grade 7 and 8,and analyzes the causes of the current situation from three dimensions of learning attitude,learning motivation and learning will.Then,combining with the result of the analysis of causes,the effective teaching strategies to mobilize students’ subjective initiative are given.Finally,combined with effective teaching strategies,the author designed and implemented the effective teaching design of the new teaching of Chapter 3 of the first volume of seventh grade,which is based on the concept of one-variable equation,the consolidation exercise class,the unit review class and the project practice class,and evaluated the teaching results by means of teacher(self-evaluation),peer evaluation,unit test and student interview.The practical investigation shows that the learning motivation,attitude and will of the seventh and eighth grade students in the Sixth Division A Middle School of Xinjiang Production and Construction Corps decrease successively,and the students’ subjective initiative in mathematics learning is at the medium level,with room for improvement.Through literature review and survey results,combined with the factors affecting students’ subjective initiative in mathematics learning,the author proposes effective teaching strategies to enhance teachers’ personal charm,diversified evaluation and correct attribution.Through the design and practice of the seventh grade mathematics effective teaching design based on the mobilization of students’ subjective initiative,the teaching results are evaluated by a variety of ways: student achievement,subjective initiative and autonomy are improved;The improvement of students’ subjective initiative and autonomy can promote the development of students’ arithmetic ability,reasoning ability,application consciousness and model consciousness to some extent.The enhancement of students’ subjective initiative and autonomy also promotes the development of students’ core mathematics literacy of model concept,application consciousness and innovation consciousness,as well as the "four bases" and "four abilities" oriented by core literacy.Therefore,it is valuable,meaningful and feasible to construct effective teaching of seventh grade mathematics based on mobilizing students’ subjective initiative.It is hoped that this study will provide some reference value for later teachers to apply the theory into practice.