To In Junior Middle School Mathematics Attempt Teaching "Try To Question" Design Research

This topic relying try to teaching experiment, combined with a large number of specificexamples, case, Classroom Record specific preview outline, the Guidance case analysis,"try title" attempt teaching classroom teaching links made to the design of the study. Forjunior high school teaching is concerned, the traditional lecturing, students receive teachingmethod can not meet the thirst for knowledge of the students, and therefore try teaching and"try title" Design is the two part of the junior high school mathematics teachingindispensable."Try title" Design is very important to try teaching."Try title" design is builton the basis of the students ’existing cognitive structure, follow the principle of "first learnto teach","after the first practice stresses" as much as possible to develop the students’awareness of innovation and creative thinking, gradually improve students’ math scores.This article first introduced about the background, purpose and significance of theintroduction then try teaching and try to question design, shows the theoretical basis of thisstudy, we try teaching and try the title "design with a rough idea, expand educationalexperiment, a junior high school, first grade two classes of students in the experiment forthe study, first with the same set of math questions before the experimental treatmentdetection of two classes of students in math, after the end of the detection, two classes ofstudents as experimental subjects to educate experimental study, two weeks after the test inthe form of classroom testing. The test results with a passing rate of the two classes andexcellent rates. The conclusion that, in order to improve students ’math scores, in addition tothe students own factors and factors of teachers, teaching methods also affect a veryimportant factor to improve students’ math scores, especially in the experiment, try teachingand try teaching process "try title" design in the classroom play an important role. Throughexperimental studies come to the most important conclusion of this study, try teaching in thejunior high school mathematics "try title" design research process in several common types,1: open-ended. I.e. the conditions given in the question is incomplete or conditions to meetthe conclusion is not unique.2: concluding open-ended. Subject to the conditions laid down,the conclusion is not unique.3:strategies open type. Solve the problem of thinking strategiesand problem-solving approach is not unique.4: integrated. That at least two of the threesubject to conditions, conclusions, strategy is open, need to find their own conditions, tofind the conclusion.5: Design (Engineering) type. Requires knowledge of mathematics or mathematical methods for planning forecasting and planning problems. Several types of"try title" design patterns, is also the main contents of the study.Under the new curriculum standards in mathematics teaching activities arouse students’mathematical thinking and encourage students’ creative thinking, requirements for studentsto learn "is a lively, active and full of personality in the process, and that self-explorationlearning styles and learning the same way as learning is an important way to learnmathematics. To meet these requirements in the classroom, teachers should give studentsenough time and space to experience the process of observation, experimentation,speculation, calculation, reasoning, verification activities."These activities require a seriesof hierarchical" try title "guidelines to complete the teaching of mathematics attempt to tryto question the design is completed successfully the key to try teaching.