On The Study Of The Efficiency Of "Hands-on Approach" In Mathematics

It is pointed out in"mathematics curricular standards for full compulsory education"that"effective mathematics learning activities should not simply rely on imitation and memorizing; hands-on activities, independent inquiry and cooperative learning are also all important approaches". That is to say, the characteristics of the mathematics learning should be taken into consideration and the rules of thinking by which students learn mathematics should be followed. Besides, in mathematics classroom instruction, it should be started from the prior knowledge and life experience students have learnt, and make them experience the process where knowledge is produced and develop and develop their problem solving ability, practical ability and sense of innovation while they comprehend mathematics. Therefore, the hands-on approach is undoubtedly an effective teaching method in mathematics classroom instruction. So it is necessary to study the theoretical foundation on"hands-on approach", similarities and differences between it and mathematical games and hands-on activities, and the relationship between it and cognition development rules of teenage students and constructivism. Making an attempt to define"hands-on activities", this thesis summarizes two forms and models of"hands-on approach". Based on the writer's junior mathematics teaching experience for many years, it tries to explore the characteristics of this kind of teaching method, as well as its basic features and fundamental principles. In the process of study, it tries its best to collect relevant materials, learn the theoretical achievements obtained in this method, and apply theory to practice. Comparing students'use of knowledge in two different teaching methods, this thesis objectively analyzes the advantages as well as the disadvantages each has, and proposes the teaching method of combing hands-on approach with traditional approaches to promote students'all-round development.Main conclusions drawn are as follows:"Hands-on approach"has its distinct purpose in its operation in mathematic classes. Learning interests of students can be aroused by establishing question situation in the class. The learning of students under"hands-on approach"is the process where knowledge is constructed, and the role the teacher plays is to inspire and guide students to learn, but not to teach them how to memorize knowledge and imitate simply.Four basic principles are summarized. They are principles of efficiency, sustainable development, timing and internalization."Hands-on approach"is very suitable for developing junior middle school students'mind and body and cognitive level. The study shows that this teaching method can greatly motivate students' learning enthusiasm, improve their ability to analyze and solve problems, and cultivate their sense of innovation and practical ability. However, the advantage is that the master of the basic knowledge and skill is undermined because of various factors. Therefore, the teaching methods must be chosen carefully.When"hands-on approach"is combined with the traditional teaching methods, the classroom teaching can both be systematically and progressively carried out according to disciplinary knowledge and make students systematically master basic mathematic knowledge and skills. Besides, it can also arouse their thirst for knowledge and cultivate students'practical ability and creativity.