On The Junior High School Mathematics Opening Teaching

The modern society is an open one.Science and teachnology have been developingrapidiy and the beginning of the knowledge economy has been expected. Thedevelopment of our society requests our mathematics education as well as theinnovation thoughts and abilities. "Open question of mathematics"is an effectiveway which was firstly proposed by a Japanese scholar in 1970s.Now it has been ahot topic of discussion in the international mathematics world .In predessors onthe basis of theoretical studies,I have practiced a lot during my junior middleschool mathematical studies.From my teaching practice and research,I find the openquestion of mathematics make the students construct their learning contentsby themselves.In the process of studens' mathematics study confidence andinterests have been greatly promoted .There are altogether seven parts in my artile.Part one: Question ProposingIn this part ,I expounded the need of" Open question of mathematics"fromthree aspects:time development ,the concern of New Curriculum from mathematicseducation and problem solving,the present situation of junior middle schoolmathematics teaching .Part two:Domestic and International Research StatusIn this part ,I not only studied the Open question origin ,but also analysisedthe key study points of japan,the United States and United Kingdom and the demesticresearch.Part three: Definition about the conceptIn this part ,I definited the Open question of mathematics and Open questionof mathematics teaching.I made the analysis to the Open question of mathematicsclassification and the characteristics of junior mathematic teaching andstudents,too.Part four: The Analysis of Open question of mathematics Teaching Feasibilityand Education ValueIn this part,accoding to the junior middle school students' development andcharacteristics ,I expounded the feasibility of Open question of mathematics.Fromthe two aspects of students and teachers,I elaborated the educational value ofOpen question of mathematics teaching .Part five: Open Question of Mathematics Teaching PracticeThe vitality of Open question of mathematics teaching is in students'dailystudy and teaching contents.In this part,I elaborated how to carry on Open questionof mathematics teaching in junior middle school three four aspects :conceptteaching,formula principle teaching and problem solving.Meanwhile I gave outteaching case.Part six:The Questions that the Teacher Should Avoid in Open Question ofMathematics Teaching.The implemmention of Open question of mathematics teaching is rely onteachers.So the teaching effect is decided by a teacher's idea and quality.In thispart,I concreted elaboration what kind of views on teaching and students a teachershould have in Open question of mathematics teaching.Meanwhile,I expounded whatkind of quality a teacher should have in his other teaching profession.Part seven: The appraisal of Open question of mathematics teachingIn Open question of mathematics teaching,the teacher should both carefullydesign their teaching content and give their students appropriate appraisal .Onlyby doing so ,we can promote students' long term development.In this part ,Ielaborated that we teachers should pay more attention to the principle of how toappraise our students and what we shoud avoid in our appraisal.In brief, in the aiticle of my practice,I have made every effort to unifythe theory and practice.I hope to do something useful for our junior midele schoolopen question of mathematics teaching .