| With the rise of the "pre-chapter course" teaching model in the field of education,this teaching model has gradually become the focus and direction of research for education researchers and front-line teachers.It changes the traditional teaching mode for the chapter before the picture and the introduction part of the neglect,to a certain extent,and can improve students' ability to solve problems.However,there are still some problems and deficiencies in the current "pre-chapter course" teaching mode,that is,there is no specific method for some specific subjects,such as mathematics.At present,researchers have preliminarily explored the importance of the "pre-chapter course" teaching mode,but the application research on the specific subject "pre-chapter course" is slightly insufficient,especially the lack of empirical research,and more research is needed to verify the feasibility of the "pre-chapter course" teaching mode.In the eyes of students,mathematics is the pronoun of boring and boring.How to make mathematics class interesting,vivid and more infectious can stimulate the enthusiasm of the majority of students.This problem has always been a hot topic for all front-line mathematics teachers and experts.Therefore,this study takes mathematics as a specific subject as the starting point to study the "pre-chapter course" teaching mode of mathematics.Based on this,this article focuses on these key issues in the "pre-chapter course" teaching model,and on the basis of summarizing the theory and research results of the "pre-chapter course" education model,the main research content includes the following parts:(1)This paper summarizes and studies the current research of "pre-chapter course" education mode.Through consulting a large number of materials,we fully understand the theoretical definition of "pre-chapter course" and "pre-chapter diagram",and summarize the existing "pre-chapter course" teaching mode by listening to the relevant part of "pre-chapter course" in Anhui Province C20 alliance famous teachers' open class for many times.(2)Survey was conducted before and after the experiment.This paper makes a comparative study of teachers' and students' views on the "pre-chapter course" teaching mode before and after the experiment.It provides a theoretical basis for the design of "pre-chapter course" teaching mode.That is,the principle of thinking,the principle of effectiveness and the principle of systematization.This paper introduces the specific process steps,and shows itwith two class records.(3)Experiments were carried out to verify the above-mentioned "pre-chapter course" education mode.In the natural and realistic environment,quasi experimental research rules are adopted.119 students in two classes were selected as the experimental subjects,and the different results of two classes with similar academic performance and learning attitude under different teaching methods were recorded.The experimental results verify the superiority and advanced nature of the "pre-chapter course" education mode.In the exploration of theory and practice,we have gradually found the answer to the shortcomings of the teaching mode of "pre-chapter course",and formed a set of practical methods of its own,and verified the positive influence of this method through comparative experiments.And the method has been unanimously recognized by the school teaching group and can be promoted in the school.Then it puts forward some humble opinions to the future practitioners and textbook compilers of the "pre-chapter course",hoping to play a role in attracting jade.Of course,due to the limitation of sample size and experimental time,this study has certain contingency.In the future,we will continue to observe the effect of "pre chapter class" in a larger range,and make continuous progress in practice. |
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