Initiatory A Discussion Of Opening-ended Problem And Research Into Teaching Approaches In Junior Middle School

Contemporary mathematic education in junior middle school is characterized by the following: focusing only on the instruction of knowledge and ignoring to foster the students' competence to acquire the knowledge independently; the teaching content is complex, difficult, less relevant and outdated; concentrate too much on the routine excises and mere memorization; the way of instruction evaluation is the only tests and examinations. All the above disadvantages come to the consequences that students are over-burdened, narrow scope of knowledge, lack of creativeness and simplified knowledge structure. In order to alter the current instruction situations, based on the approach of opening-ended problems, we conduct the experiment on the research into teaching methods and approaches. According to the instruction practice, this thesis, based on the elaboration of the relevant theoretical and practical evidences of the research into teaching approaches, proposes the four teaching strategies in the teaching approaches: introducing the teaching theme by creating certain context; observation and inducement, hypothesis and conclusion; deepening analysis, reasoning and demonstration; broadening reconsideration and positive evaluation.The result of this experiment shows that the opening-ended problems and the research into the teaching approaches can enhance the students' ability of analyzing and solving problems independently, and have an important effect on constructing their consciousness and ability of creation. This experiment also can improve students' mathematic grades in a large scale, generate a positive transfer for other subjects, motivate their learning interests and consummate their learning methods so as to obviously relieve their burden.