Classroom Practice Research On Junior Middle School Mathematics Basic Activity Experience

According to the2011edition of Mathematics Curriculum Standard, the basic activity experience is listed as one of the four basic mathematics curriculum goals, which is based on the requirements of the times that our country elementary education curriculum reform needs to make a change. But from the classroom implementation point of view, the basic experience of mathematics activity teaching does not mention the corresponding degree of attention. To carry out this goal in the classroom, it needs to define the partition of the classroom target levels, to determine the operating strategies of classroom practice and to study the evaluation methods. Therefore, this topic research has the theory significance, also has the very strong practical significance.This study mainly adopts such research methods as literature analysis, interviews and case analysis. It studies and discusses the connotation of the basic mathematic activity experience, level of classroom goals, classroom operation strategies and classroom evaluations. We get the following initial conclusions:1. The connotation of the basic mathematic activity experience:the author think that the basic mathematic activity experience can be defined as the so-called basic mathematic activity experience, which refers to the brain feeling, experience and thinking mode thatmathematics learners get through the specific mathematic activities.2.The classroom goal levels of the basic mathematic activity experience: according to the longitudinal and transverse divisions of the existing research on the basic mathematic activity experience, combined with the actual classroom teaching in middle school, we can divide the experience of junior high school math activities into three levels:imitation, application and intuition.3. The classroom implementation strategies to promote the accumulation of the basic mathematic activity experience:based on the analysis of teaching theories and practice of teaching, this study presents its implementation strategies-focusing on created situations, mathematics observation, event witness, individual differences, expression and communication of individual experience, experience migration, guess and induction. These seven strategies can be the classroom instructions to promote the mathematics experience accumulation.4. The research gives the classroom teaching patterns to accumulate the basic mathematic activity experience. It takes an teaching lesson as an example in which we provide a kind of class operation process:activity situation observation and perception-experience association-experience verification-experience conclusion-experience expansion5.For the evaluation of the basic mathematic activity experience, the study develops a rating scale to evaluate students in five areas which includes situation observation, experience association, experience expression, experience conclusion and experience expansion. For teachers’teaching, we have developed a rating scale for quantitative evaluation of teaching in experience in five aspects of activity design, experience association, experience expression, experience solidification and experience application.Based on literature review, investigation and interviews, the research further explores the he connotation of basic mathematic activity experience. It defines its target levels and determines the operating strategies of classroom practice and develops objective evaluation strategies and evaluation forms.