Dynamically Generated Junior Middle School Mathematics Classroom Study

Dynamically generated in recent years in the field of education in a flurryof new teaching philosophy, because with the new curriculum reform deepening ofdemocracy, openness, autonomy, innovation, the importance of cooperation in thedevelopment of students in the education colleagues and recognition. Graduallyfrom the initial frenzy to follow suit to calm down and start thinking and lookingfor a balanced teaching mode and teaching methods in the diverse, real teachersand students a comprehensive and common development principles of education, andnot just shouting slogans, frill. The dynamically generated moment it is in thiscase.The new curriculum standards:"mathematics teaching is the teaching of mathactivities between teachers and students, the contact interaction between thestudents and common development process." This new teaching philosophy tells us:classroom teaching must focus on dynamically generated. Our classroom teachinghas indeed been a democratic and open, but always gives the "deliberate" feeling,for example, some teachers "live" classroom "oversight" or "out of control";another example, some teachers have the knowledge reserves has been unable to meetthe development needs of the students and teaching experience, many teachers facethe midst of classroom teaching, appeared to be inadequate, not according to theactual situation effectively organize students for further in-depth study, notignored, by default the program to continue teaching; students raised a varietyof issues, value judgments misplaced priorities, struggling to cope with; no longeris left unchecked, inaction or simply pretended not to hear; either stall trouble;What is more cynical but also students, criticize, and so on.Therefore, the author proposes a dynamically generated junior high schoolmathematics subject. Strive to teachers through research, teaching philosophy andteaching practice, students learn the practice of philosophy and learn thefundamental change. Improve the teachers attention and classroom teachingdynamically generated awareness of the process, so that teachers and studentsrecognize: students to grow with the needs of many aspects of life, students also have to take the initiative to participate in educational activities, developmentpossible.Firstly, through classroom observation, interviews and questionnaires todynamically generate the current junior high school mathematics to do research,from the situation of the investigation, dynamically generated Although teachingphilosophy teachers, but there are still a state-of-the-art concepts and specificactions out of line. Teaching objectives Design Failure, operability is not strong.3, lesson plans design is too stylized, lack of flexible space.4, a single modeof teaching, most of them also taught pedagogy.5, in the teaching process, theteacher-student dialogue, interaction of low quality.6, the teacher classreflection, awareness is not strong.7, uneven students’ communication skills andcooperation, competitiveness, self-discipline, has seriously affected the"dynamically generated" junior high school mathematics teaching effectiveness.Secondly, the author, based on their own investigation, information access,and years of teaching experience to the cause analysis found:1, poor teachers’self-learning ability, affecting the specific use of generating resources in theclassroom teaching;2, teachers with the the ability of the materials are different,affecting the integrity of the generated resources;, organization and guidanceof teachers’ classroom ability uneven, affecting the guiding role of the generatedresources in the classroom teaching;4, the teacher’s ability to communicate thestrength is not the same, affecting generate the development of resources in theclassroom teaching role;5, the strength of the scientific capabilities of theteachers, a direct impact on the generated resources in the classroom teachinginspiring;6, varying the strength of the teachers’ ability to innovate, affectthe diversity of generating resources;7students the skills, the play of the juniorhigh school mathematics teaching dynamically generated;8students cooperationand competitiveness is weak, affecting the junior high school mathematics teachingdynamically generated innovation sex;9, students’ self-discipline is not strong,affecting the integrity of the junior high school mathematics teaching dynamicallygenerated;10, the medium of instruction in mathematics teaching not really play the role of communicators;11mathematics teaching environment as bearers for themathematics teaching, has not been given sufficient attention.Then, the author of the pedagogy, psychology and teaching theories Solutions:1, teachers to enhance their own cultural literacy, and strengthen self-confidencepsychological infected students, so as to flexibly manage the classroom;2, builda good relationship between teachers and students, create a harmonious mathematicsclassroom teaching atmosphere;3, the creation of mathematics classroom teachingsituations to stimulate students ’desire to learn;4. use of teaching wit,mathematics teaching art charm;5, emphasis on the student experience, developstudents’ creative thinking and practical ability; reflection of the teaching,and constantly improve the generated resources.7, to improve the effectivenessof classroom assessment, to promote the dynamically generated class;8studentsto consolidate the knowledge base, to improve their own abilities;9students toimprove the skills, the courage to participate in the mathematics classroomactivities;10students to enhance the spirit of cooperation, active activelycollaborate with others;11scientific use of materials, fully embodies the roleof the information carrier;12, flexible teaching methods to improve the meansof disseminating information;13, the creation of a beautiful classroomenvironment, and strengthen the space enlightenment function;14time on thecreation of flexible space, take into account the differences between students.Finally, the author uses the nearly two years in two parallel classes taughtby the author of the experimental study, experimental results show that middleschool mathematics "dynamically generated" classroom construction, theimprovement of students’ mathematical literacy and the quality of classroomteaching, is closely related to and greater impact experiment, the students madegreat progress in all aspects of quality mathematics learning, learning interestin mathematics and have a sense of markedly enhanced. Satisfaction questionnaireto the parents, the parents of the experimental class school also greatly enhanced.I improve the junior high school mathematics further validate the role and value of dynamically generated effectiveness of countermeasures and suggestions.