Research On The Current Situation And Strategies Of Seventh-grade Mathematics Example Teaching Under The Background Of "double Reduction

The "Double Reduction" policy introduced by the Chinese government in 2021 has put forward new requirements for teaching in primary and secondary schools.The previous teaching method of "drilling exercises" is no longer applicable.Therefore,how to lighten the burden of students’ learning through improving the teaching effectiveness in the classroom has become a new research problem in education.Example-based teaching is essential in seventh-grade mathematics classes and plays a crucial role.This study will investigate the current situation and strategies of example-based teaching in seventh-grade mathematics,focusing on answering the following two research questions:(1)What is the current situation of example-based teaching in seventh-grade mathematics?(2)What are the example-based teaching strategies for seventh-grade mathematics under the background of "Double Reduction" ?This study will first review relevant literature and summarize existing research results.Based on this,the theoretical basis of example-based teaching will be expounded,and the concepts of "Double Reduction" policy,mathematics examples,and example-based teaching in mathematics will be defined.Then,under the guidance of frontline teachers and experts,teacher questionnaires,student questionnaires,and interview outlines will be developed and distributed to teachers and students.The teaching of math classes by practice-guiding teachers will also be observed for three months.In terms of research methods,a mixed research approach combining quantitative and qualitative methods will be used to collect and analyze data.For the first research question,three research methods will be used,namely,questionnaire surveys,classroom observations,and teacher interviews.Through distributing questionnaires to teachers and students and conducting a quantitative analysis of the results,the following conclusions will be drawn: teachers attach great importance to example-based teaching;the sources of example selection are diverse;teachers are good at guiding students to think about problems;there are significant differences in the teaching methods,requirements,and post-question reflection of example-based teaching among teachers of different teaching experience;students have a high level of recognition and use of examples,with significant differences in the understanding and usage of examples among students of different learning levels.After observing 32 newly taught classes and conducting qualitative analysis,the following conclusions will be drawn: teachers’ examples selection is not only from textbooks;the length of example-based teaching mostly exceeds 15 minutes;the frequency of multiple solutions and variations of a single example is high;the type of examples is directly related to the teaching content.Through interviews with seven teachers and conducting qualitative analysis,the following conclusions will be drawn: most teachers believe that improving the effectiveness of example-based teaching can help students reduce learning pressure under the background of "Double Reduction";the explanation of examples should enable students to independently apply new knowledge to problem-solving;the factors that affect the effectiveness of example-based teaching are mostly due to students’ lack of concentration,inappropriate selection of example difficulty,and the existence of "cramming" teaching phenomena.The second research question will be answered by setting optional short-answer questions in the student questionnaire.Based on the results,examples that students consider to be effective will be identified,and further analysis will be conducted.Strategies for example-based teaching in seventh-grade mathematics will be proposed by combining these effective examples with the shortcomings of teaching.The strategies include: carefully designing examples that meet students’ development needs;explaining examples thoroughly to promote the construction of students’ knowledge systems;reflecting on the effectiveness of example-based teaching to promote students’ formation of mathematical thinking.