Practice And Research In Middle School Math Teaching Mode "Situation, Question, Discussion And Reflection"

Under the guidelines of educational psychology and modern teaching theories, I put forward a middle school math teaching mode "situation, question, discussion and reflection. It consists of four parts. First, the teacher uses a life situation which includes some information about math and is familiar to students in order to arouse students' curiosity about new knowledge. Second, the teacher and students ask questions in the situation. After thinking about them for some time, they should try to find solutions with the help of their own experience. Third, the teacher and students exchange, compare and discuss all the solutions and get a comparatively consistent conclusion. Fourth, the teacher and students reflect on the agreed conclusion and further observe whether it concludes new math information or math problem. This thesis tries to analyzes the basic characteristics of the teaching mode "situation, question, discussion and reflection" based on the cognitive theories and constructivism, and also talks about the principles and strategies of carrying out this teaching mode.On the basis of the middle school math teaching mode "situation, question, discussion and reflection", the thesis focuses on how to use the math situation approaches and principles in accordance with teaching goals, on analyzing the approaches and principles of question designs in math teaching, on how to change the situation of teacher's raising questions into students' raising questions, on how to instruct students to think, cooperate and communicate and on how to reflect on solved problems to gradually make reflection a good habit.At the end of the thesis, I give some teaching cases of middle school math teaching and propose some questions for further research from two aspects of theory and practice.