A Study On The Teaching Of Mathematics Classroom Teaching In Junior Middle School Under The New Curriculum Standard

This article is under the new curriculum standards, use the methods of video study, to research the junior high school’s mathematics teaching of the minority areas in Guangxi.This paper based on field survey to collect information and study. The main contents is the status quo of the junior high school mathematics teaching in minority areas in Guangxi region, The main research method is video study and comparative study. In the research process, we found that junior high school mathematics teaching in minority areas in Guangxi region on the implementation of the new curriculum standards is not optimistic, the teaching of teachers lack of guidance and inspiring, students’ interest in learning mathematics is not high. Therefore, in order to deeply understand the status of junior middle school mathematics teaching in minority areas in Guangxi region, this paper uses a combination of qualitative and quantitative research methods to expand.Through qualitative analysis to have an overall grasp of the junior high school mathematics teaching in minority areas in Guangxi region, we found some problems in mathematics classroom teaching in minority areas in Guangxi region is not a case, with a common, Therefore, On the basis of qualitative analysis, choose from typical classroom teaching video, from teaching process, teaching time, interactive teaching, teaching problem and teachers language, use the video studys, to have a detailed study.The study found that in minority areas of Guangxi, teachers teaching’s is very detail, summary is very comprehensive, classroom discipline is well, the teachers have more patience. But there are aslo several quessions:first, there is a large gap between mathematics teaching in minority areas in Guangxi region of the basic concepts and new curriculum standards and the overall goal. The teachers in some school don’t have a deep understand of the new curriculum standards, teaching failed to meet the students’practical, not reflect the subjectivity of students, It is not conducive to students mathematical thinking and inquiring mind, students to enhance problem-solving skills and stimulate students’interest in learning. Second, the teaching in minority areas in Guangxi region is a little traditional, lack of inspiration and guidance. Teachers speak, students listen is also presence, teacher-student interaction is not ideal, teaching is boring, problem is too easy to students teachers’language is too rigid, needs to be further improved. Third, the student in minority areas in Guangxi region lack initiative and enthusiasm, don’t have a high interest in mathematics learning, lack self-confidence, the students in the classroom is timid, to the questions there is little students to raise their hands to answer, Collective answer presented mass, and a low voice. Alone answered sound very small, afraid to express themselves, lack of confidence, poor mental state, making classroom teaching more boring.