Research On Lead-in Of New Lesson Of Junior High School Mathematics

Classroom teaching is the main front to carry out teaching activities, with its efficiency affecting the mastery of students'knowledge and skills,the extent of capacity development and the achievement of the objectives of school education. Therefore, improving the quality of teaching must be implemented in classroom teaching and the various elements of affecting the teaching efficiency. The author believes that the element of teachers, especially in classroom behavior of teachers on the impact of teaching quality, can not be ignored. I have 10 years of middle school mathematics teaching experience, which makes me deeply feel the sense of classroom lead-in on a lesson. Therefore, my research focuses on classroom lead-in in teaching steps.With the help of education, psychology, aesthetics and related theories, this thesis summarizes the design principles of lead-in to be followed. Through classroom observation and teacher and student interview, the thesis summarizes problems in lead-in link, carrying out the cause analysis with related theories. With case analysis, it selects typical cases on lead-in of junior algebra and geometry to analyze. This study helps teachers change stereotypes on lead-in function, driving them to change their teaching behavior. On the one hand, teachers should attach importance to lead-in value from the psychology and behavior, strengthening lead-in design. On the other hand, in teaching, they should ask questions which provoke cognitive conflict, trigger interest in learning and arouse the desire to explore, according to the existing cognitive structure of students in their recent developments area. As lead-in link is in the starting position of one class, to some extent the advantage or disadvantage of lead-in decides the success or failure of the whole class teaching.This thesis is divided into six parts.Part I: Preamble. This part mainly introduces causes of the study. My teaching experience prompts me to open great value of lead-in link in the classroom teaching and combine features of mathematical disciplines into the design in order to provide theoretical guidance and teaching suggestions for front-line teachers. That the new curriculum reform calls for changes in teaching behavior of teachers also makes this study have a practical significance which stimulates teachers to change teaching and enhances the quality of teaching. How to create a good lead-in atmosphere and stimulate interest in learning is not only the object of effective teaching and research, but also becomes the new curriculum reform problems to be solved. Research on lead-in can make teachers aware of important functions of successful lead-in which spark cognitive conflict, draw attention, result in emotional experience and establish the link between the old and new knowledge. More importantly, it makes teachers attach importance to the value of lead-in, change their methods of lead-in and improve the level of lead-in. This study applies the literature method, classroom observation, interview, and investigates lead-in of four junior high schools in Henan and Guangxi in order to obtain credible information. That there has been the heuristic teaching, effective teaching, and teaching process, learning and psychological follow-up study at home and abroad also provides information as a basis.Part II: The theoretical basis of new lesson lead-in in junior high school mathematics. This study is mainly based on interest in learning theory, constructivism theory,"Zone of Proximal Development"and the theory of empathy as my research support.Part III: Discussion on related lead-in of new lesson. Firstly, according to relevant studies, this part defines the concept on lead-in of new lesson. Secondly, with the help of education, psychology, other relevant knowledge and the combination of the characteristics of middle school mathematics teaching it proposes seven principles of design of lead-in: oriented principle, the principle of question, the principle of flexibility, artistic principle, reality principle, situational principle, the principle of subjectivity. The author hopes that mathematics teachers can, on the basis of teaching content and according to students'true cognitive characteristics of middle school students, design lead-in.Part IV: Problems of lead-in link of new lesson and causes analysis. Through classroom observation, this study obtains information in lead-in link and with teachers and students'interview summarizes the current problems in lead-in of new lesson: single means of lead-in, the lack of time to grasp lead-in, content of lead-in moving away from teaching content, the lack of language expression, ignoring bridging of lead-in, the lack of teacher-student interaction. And then this study conducts a detailed analysis of the problems, with emphasis on analysis of the quality of teachers including teaching concept, knowledge structure and methodology. Teaching concept is a narrow view of teaching, backed concept of students, old concept of knowledge and the old rigid curriculum concept. In knowledge structure, teachers are lack of learning theories and right judgement of students'cognitive ability.Part V: Case examples on lead-in of new lesson of junior high school mathematics. According to research needs, this part conducts a comprehensive study on the Number and Algebra, Space and Graphics of lead-in of new lesson. In number and algebra, the first part analyzes the status and characteristics of concept of number and algebra learning in mathematics learning, explaining notes as lead-in with the typical cases. At the same time, it indirectly gives suggestions to teachers. And then formulas, rules, and operations are studied, with the knowledge and learning characteristics explained. In space and graphics, this part analyzes problems with the characteristics of geometry learning, which proposes junior high school teachers to use the unique features of the geometric learning to design lead-in of students easy to accept.Part VI: Conclusion. This section first explains the shortcomings of this study and then makes arrangements for the next step.