Junior High School Mathematics Classroom Practice Study Mathematics Teaching And Learning Activities

"Saying Math," teaching is inspired by the guidance of teachers, the students are learning through the language of expression, self-learning mathematics teaching and learning activities. The traditional emphasis on Mathematics Teaching teachers to teach, the students self-contempt learning, the students ignored the mathematical understanding and internalization of knowledge, and students on Maths. the new "Shanghai school mathematics curriculum standards" in improving the scientific literacy of students, training students the spirit of innovation, innovation put forward more high demand, making school-based students, "saying Math," teaching is more important.The first part, use of literature study, on the theory, "saying Math," the meaning of teaching activities, research status, theoretical basis, in junior high school mathematics classroom, "saying Math," the feasibility of teaching and learning activities were also discussed.The second part of the questionnaire was used mainly by students of junior high school mathematics classroom, "saying Math," the investigation and analysis of the situation, understand the middle school mathematics teaching, "saying Math," the status and implementation of teaching activities, "saying Math," the content of teaching and learning activities , to effectively carry out the "a Mathematics" with effective teaching and learning activities, the rationalization of Jian Yi, and, on this basis the teaching conditions with the existing Shang, Jin Xing in the junior high school mathematics classroom, "saying math" activities and teaching practice, "saying Math" activities of form of classroom organization,Focus was "saying math" situational teaching activities (concept classes, recitations, problem sets and papers in Class) study.The third part of the implementation, "saying Math," the basic principles of teaching and learning activities. Were the principles of emotional, initiative principle, the principle of equal opportunity, the principle of hierarchical requirements, the principle of timely feedback.The fourth part was, "saying Math" activities, teaching experiments, described the process into the teaching experiment, the experimental group and control group of experimental data collection, and the experimental results are analyzed, summarized and reflection. Finally, This article reviews the research process, and "that math" teaching and learning activities for further proposed future research.