Research On Mathematical Proof Teaching Of Middle School At The Basis Of New Curriculum Standard

Mathematical Proof is one important aspect of middle schools′teaching contents. The studies on Mathematical Proof have called many researchers attention at all times, especially after the promulgation of New Curriculum Standard. (to be brief, in the following we will call mathematical proof as MP and call New Curriculum Standard as NCS for short), NCS not only changed the contents of MP teaching in middle school, but also made new request on MP teaching in middle school. As a result, it set forth new request on practice teaching of MP. Accordingly, teachers in middle school must reform the traditional teaching method of MP, make further understand the essence of MP, grasp the request of NCS exactly, and mean while, combine with new teaching type and method, so that can make better teaching of MP. This text is spreaded out at the basis of the above contents.The thesis firstly discusses the background, the main problem, the significance and research methods of the research. This text also makes a comprehensive analysis on predecessors′research of MP teaching. Based on the comprehensive analysis of predecessors′research on MP teaching, the thesis summed up the relevant studies mainly concentrated in three areas, namely: The essence of MP teaching, the process of MP teaching and the problems that should be noted in the teaching of proof. On this basis, the text pointed out that the research on MP proof teaching of middle school at the basis of NCS and new concept seldom have exhaustive discuss.Second,the article elaborates the learning and teaching of MP, the analytical contents of this part including: a detailed analysis of the essence of MP, the student s′learning of MP ,the teacher s′teaching of MP and the requests of MP and its teaching in NCS; which I also made a discuss on the teaching of MP at the angle of mathematical methodology. In the third, in order to make a deeper level of understanding in current MP teaching of middle school and a more in-depth understanding of the student s′characteristic in the learning of MP, the paper adopted a questionnaire survey in middle school to find out their current situation of MP teaching and get the following conclusion: at present, although many mathematical teachers have study and understand the request, contents and ideas of NCS, but in practice teaching, only a few have make the requests in accordance with the standard. The reason mainly based on three points: one is accustomed to the traditional teaching method, it's difficult to adapt to the new request in short time; the second is afraid that the change in the ways of teaching won't accomplish good effect and lower the students′achievements; the third is want to change, but don't know how to do will not only comply with the new requests, but also improve the ability of students. In addition, through the investigation and analysis of the students, this thesis summed up that the students′mathematical thinking style, met-cognition, dissimilarity sex and emotional factors such as self-confidence, as evidenced in the study have important implication in the students′learning of proof.In the fourth, at the basis of theoretical analysis and empirical research in former, this thesis made a discussion on MP teaching. Here we put forward corresponding teaching principles and teaching strategies of MP. Teaching principles include: the principle to suit with the psychological development level of students; the principle of teaching to be familiar and process; the principle of timely feedback; the principle of dissimilarity individual. Specific teaching strategies are: choose a suitable mode of instruction, attention to the imparting of statements knowledge; teaching students using reflection, self-control to improve the efficiency of MP learning; make good use of multifarious proof to one title to diverge students′math thinking, deepening students′understanding of mathematical problems; Strengthen the mathematical exchange to timely understand the problems lie in students′proof learning; the use of the relevant history of mathematics to raise the students′interest in proof learning and improve the understanding of proof; attach importance to the application of modern educational technology in proof teaching; and the last, the proper design of homework after proof teaching.