Studies On The Conducting Of Lead-in Activities In Junior Middle School Mathematics Classroom Teaching

"Full-time compulsory education mathematics curriculum standard (experimental manuscript)" which decreed in 2001, has advanced many new conceptions: math should face to all kinds of students; the development of math should be reflected in lessons teaching; teachers should pay attention to the life experience and knowledge students have already learnt; teachers should explode students learning initiative, so that students could take part in math studying actively, and still keep curiosity in math; appraise for study should be got from students' studying course and the emotions and attitudes students showed in math learning.These new conceptions and new teaching materials need math teachers to change the conventional teaching manners which they have used for many years, and pay close attention to students' learning initiative instead of the judgment only from marks. If we teachers want to change this conception into specific activities, we should only achieve it in both teaching and learning. And lead-in is the first process in teaching. There's a famous saying that: Well begun is half done. It reminds us appropriately that: lead-in is the key process to judge whether the lesson is successful or not. Lead-in is the prelude of the teaching movement, is the first bridge to communicate the hearts between teachers and students. Lively conceptual work is the sticking point of teaching, and illuminating lead-in could explode students' interesting, so teachers should use right words to enlarge students' mind, in order to attract students into new teaching material and new knowledge. Lead-in is one of the most important steps of the whole lesson. Whether it is successful or not, affects the whole lesson deeply.This article is written after long time investigation. We have compared productions we already have, and analyzed some lead-in activities which are often used by first-line math teachers. We have investigated and discussed with students and teacher. Then we realized that investigating lead-in activities could help teachers to improve their teaching ability. So we have organized some math teachers to do some experimentation within five principals of lead-in activities in math teaching. Then we have discovered and summarized some normal approaches of lead-in activities designing. And we have advanced some matters needing attention about lead-in activity design and teaching manipulation.These effective investigation has proved that felicitous lead-in activity design, especially painstakingly design of lead-in activity, could let students have good studying state, explode students learning initiative, so that to improve teaching effect. Teachers could also improve their compositive abilities about teaching.