Research On The Problems In The Ending Of Mathemetics Class In Junior Middle School And Its Sloving Strategies

As the miniature and a necessary part of the classroom teaching,"class ending "is said to be of prominent and attractive charm.Good teachers could always end the class properly,either by making a general conclusion and highlighting the important points,or leaving some questions for students to consider,or combining the newly learned knowledge with what was learned before.All of which are the manifestation of their teaching skill.The skill of class ending is also considered as a criterior for the evaluation of teacher's performance.At present,mathematic education in middle school is at the frontier of the curriculum reformation,and the ending of mathemetic class is increasingly important since it plays an essential role in inspiring the study enthusiasm and improving the learning efficiency.However,the reality is not as good as our expectations,because the present condition of the class ending in middle school is not satisfing.As far as the negligence of class ending is concerned,the writer investigate a series of problems existing in the present mathemetic class ending in middle school through various means such as class observation and interviews among students.He generalizes and classifies those problems, meanwhile,analyse the symbolic cases with pedagogical theories such as constructionalism and poly intelligence,associated with the requirement of mathemetic teaching.In this paper,he also proposes a creative notion that the class ending could be considered as both the end and beginning of mathemetic teaching.Finally,he combines the theories with practice and puts forward some corresponding effective strategies to improve current situation.Class ending is "a horn of iceberg" in classroom teaching,which is also a standard for evaluating the actual effect of teaching.The learning of mathemetic is a complex mental activity,and it is necessary to take the special phychological features of middle school students into consideration. Class ending is helpful for teachers to discover the pattern of students' mental activities.Students' class performance,which is the external form of their existing knowledge structure and interal emotion,gives teachers the indication of the invisible mental activities and its development of the students.On these foundations,teachers could adopt a more scientific and reasonable strategy to make teaching as the best external element to inspire the development of students' intelligence,so that every student learn how to think and master the correct pattern to learn mathemetic.In this way, the final win-win situation between students and teachers could be achieved.