The Theory Of Coupling Interaction Of Mathematics Teaching And Learning

The Theory of Coupling Interaction of Mathematics Teaching and LearningThe culture value , society value and educational value of mathematics determines the value of the existence of mathematics teaching in the fundamental educational stages.The value of the existence of mathematics teaching can be reflected through drawing up mathematics curriculum, compiling mathematics textbooks and choosing the teaching contents. In addition to these, in the end ,it is ,and most importantly ,realized by mathematics teaching practice.However, there are still some problems or rather puzzles in mathematics teaching practice. For example, teacher's teaching is still the main part of class activity and most of them just read item by item from the text; the teacher just blindly teaches, no matter whether the students understand it or not, not to mention whether they are willing to learn or whether they are capable to learn. Not seeking the student's all-around development but passing exams becomes the main object of teaching. Exercises take the place of teaching; Exams take the place of teaching. Teaching only emphasizes the result not the course. Memorizing is paid more attention to, while understanding is not Teachers do not lay stress on helping students learn how to think and how to study, and so on and so on. As a result, mathematics teaching has a much lower efficiency and the function of it can not be fully developed. The most important reason is that people lack the careful analysis to the relationship between teaching and learning, mathematics teaching and human development . People lack systematical thinking and further study of mathematics teaching and learning.This research synthetically adopts many methods such as questionnaire and investigation, interview, teaching experiment, administrative level research, thinking and arguing, deduction, and so on. Its basic conceptions are (1) teaching,(2) learning , (3) coupling , (4) interaction , (5) teaching and learning , (6) mathematics teaching . Its basic propositions are (1) the formation of twin relation between teaching and learning is the basic principle of the existence of teaching.(2)student's subjective activity is the basic principle of self-development, (3)association activity and target activity are basic form of teaching.(4) subject formation and development are basic functions of teaching.(5) mathematics teaching is a form of the existence of teaching. All together it makes up a mathematics teaching theory system. It's called the coupling interaction of mathematics teaching.Firstly, the terminal aim of teaching lies in students' development. It is a big theme throughout the whole mathematics teaching. Another important aim of it is the formation of student subject.Secondly, mathematics teaching plays an important role in student's development. It depends on the choice and organization of the contents and the arrangement of teaching activity. There are three aspects in the contents ; there are four levels and five links in the arrangement of activity.At last , it needs to be evaluated whether the student has achieved the development. Therefore, this research puts forward six quota systems for it. In addition, this research also gives another evaluation system to evaluate whether the teacher's class teaching is in favour of studens' development and whether the teaching activity is fit for the aim.This system formation has answered four questions which a teaching theory contains(that is ,why to teach/learn , what to teach/learn , how to teach /learn and its result) in a systematic way. It also makes up the theory that this research has put forward. It is also called one opinion, two aims, three contents, four levels, five links, six quotas. In detail, that is :?Logical starting:One opinion; 1. teaching coupling?why to teach /learntwo aims; 2.1 (terminal aim) development2.2 (process aim) subject 晈hat to teach /learnthree contents: 3.1 ( noumenon contents) "mathematics"3.11 mathematics knowledge and approaches3.12 mathematics techn...