Mathematics concept Teaching plays the most basic and important role in mathematics teaching. Till now, many achievements have been obtained both at home and abroad to the theoretical study of the concept teaching. More and more researchers begin to pay close attention to this subject. Along with the great implementation of New Course Reform, the concept of teaching has been improved obviously.This thesis mainly studies middle school mathematics concept teaching from two aspects of theory and practice. The purpose is to make teachers and students attach great importance to teaching, looking for the deficiencies that still remained in the present teaching; to combine theory with practice, improving teaching quality; to reduce students'academic burden and arouse their learning interests; to cultivate students'logical thinking ability and improve their mathematical literacy education. Ultimately, this thesis will serve the math education and provide some strength for better implementation of New Course Reform.First, the thesis introduces connotation, characteristics, and classification of mathematics concept, and points out the precondition and necessity of mathematics concept teaching. It makes a clear request that mathematics concept teaching under the background of the New Course Reform is the goal of our efforts. The thesis also analyzes the present conditions of concept teaching, and identifies its deficiencies. The deficiencies here include that many teachers still can't get rid of the old textbooks and old ideas; they are examination-oriented and just craming to their students, which seriously influences the development of the students'thinking, and violates the principles of cultivating students'comprehensive ability and quality. Therefore, the thesis puts forward a new view, which is integrating theory and practice to guide mathematics concept teaching and improve the teaching deficiencies.Second, the thesis makes a preliminary analysis of mathematics concept teaching under the guidance of Constructivist learning theory, Ausubel assimilation learning theory and Piaget's epistemology theory. the author analyzes the main factors that affect students'understanding of mathematical concepts, which are learning psychology of students,the experience of the past,object teaching,systematic and classification of teaching,examples and counter-examples,antitype and its variation,ability of expression and generalization. Finally, the author puts forward some teaching strategies to meet the New Course Reform under the theory instruction.Finally, according to the previous theoretical research, the author analyzes two mathematics concept teaching lessons, and draws the following conclusion: the mastery of the mathematical concepts directly affects the quality of teaching, enough attention should be paid; teachers are the guide while students are the main body, and they should inspire their students to explore the essence of the concept of things, assimilating the new concepts on the basis of original knowledge and applying them to the solution of practical problems; the teaching process is the training process of logical thinking ability,space imagination and Maths quality. |