Junior High School Math Experimental Teaching

Adapting to the demands of quality education, mathematics experimental teaching has become a new teaching way approved all through the world. Applying mathematics experimental teaching appropriately and efficiently in teaching does not only help students to mater necessary mathematics knowledge, it also helps to improve students'qualities both in mathematics and science. Guided by the basic ideas of New Mathematics Curriculum Standard, Full-time Compulsory Education, the mathematics experimental teaching of junior school, aiming at realizing mathematics'teaching goal in junior school, and based on the characteristics of mathematics of junior school as well as junior students'psychology, is a kind of teaching activity involved with both teachers and students. In such teaching activity, teachers instruct students to, by means of relative tools (such as paper, scissors, models, tools for measuring, and drawing, computers), operate by themselves so that students can observe, think, analyze and generalize what they experience to learn the process that how mathematics knowledge comes being, develops and forms. And meanwhile, students get feeling experiences and their potentials for study are developed in such teaching activity.This thesis will discuss how to carry out mathematics experimental teaching in junior school, which consists of five chapters.In Chapter One, the background, meanings and possibility of mathematics experimental teaching are analyzed.Chapter Two is mainly concerned with references related to mathematics experimental teaching and analysis based on investigations. Through reading references and thinking, the author designs questionnaires for junior school teachers mainly on their knowledge of mathematics experimental teaching and status of implementation of mathematics experimental teaching and makes a survey about this, in order to learn the contemporary situations of mathematics experimental teaching in junior school: including teachers'knowledge of and attitude towards mathematics experimental teaching, reasons why some teachers do not carry out mathematics experimental teaching, those teachers'choices on experiment subjects who carry out mathematics experimental teaching, arrangements of teaching forms, results, experience, and so on. The survey suggests that most mathematics teachers in junior school are approval to the necessity, possibility and effect of the implement of mathematics experimental teaching, but some teachers still hesitate whether or not to carry out this teaching. Among those teachers who do not carry out mathematics experimental teaching, the number of those who still hesitate to carry out such teaching or not is relative less than those who definitely claim not to carry it out. The survey also reveals that pressure of entering high school affects the implement of mathematics experimental teaching, and that society, especially parents tend to comment the education quality of a school just from the number of students who enter high school is also among the factors affecting the implement of mathematics experimental teaching, besides, there needs some time and practice to examine the effects of mathematics experimental teaching. And teachers'teaching competence and abilities is also an important reason in the implement of mathematics experimental teaching.Chapter Three is devoted to the discussion of theoretical basis, characteristics and principles followed by the implement of mathematics experimental teaching. As to theoretical basis, the author mainly makes a discussion about the inspiration and meanings to mathematics experimental teaching from the perspective of New Mathematics Curriculum Standard of Compulsory Education, humanism learning theory, constructivism and the mathematics teaching ideas of H. Freudenthal. And the rules those every student takes part in the experiment, the goal of the experiment is definite, the design of experiment is intuitive, and the situation of experiment is applicable are principles the author mainly explains and which should be followed in the implement of mathematics experimental teaching.In Chapter Four, the author divides, with different standards, mathematics experimental teaching into various types according to its implement forms, and then makes a detailed description about the teaching process of mathematics experimental teaching in junior school. To concretely describe what mathematics experimental teaching in junior school is, the author gives some examples on mathematics experimental teaching about mathematical concepts, mathematical proposition and the mathematical problem solving so as to display the teaching forms of mathematics experimental teaching in junior school relying on concrete mathematical knowledge.