An Experiment And Reflection: The Research On "Puzzle-induced Teaching" Mode In Mathematical Teaching Of Eighth Grade

Traditional teaching mode characteristic of spoon-feeding has been popular inmathematical teaching in junior high school. Such teaching method has advantages,but its disadvantages overweigh its advantages. Thus, this thesis tries to introduce“puzzle” to the teaching in an attempt to change, in a certain extent, teaching mode“from teachers’ presenting to students’ acceptation”. In this way, students’ study can berelieved from restriction and based on interest. Meanwhile, passive teaching mode ischanged into active, positive, interest-orientated mode. The research hypothesis is that“puzzle-induced” teaching mode can evoke students’ interest and improve their grades.To support hypothesis, this thesis firstly introduces literature review and then,provides theoretical foundation of “puzzle-induced” teaching mode to prove thehypothesis by theories. Next, this thesis puts “puzzle-induced” teaching method theoryinto practice of mathematical teaching in junior high school and elaborates the processfrom “creating puzzle” to “acquiring knowledge” with practice.Based on the empirical method, this thesis conducts one-term teaching experiment.By the comparison of grades before and after experiment as well as the analysis ofsurvey on interest level, this thesis reaches a conclusion that “puzzle-induced” teachingmode brings a striking effect in evoking students’ interest of mathematical study andimproving average-achieving students’ grades. But such teaching method fails topromote the top students’ grades; neither do those who cannot do well in mathematicalstudy.At last, by the reflection on the course and result of experiment, this thesis sumpup the characteristics, teaching strategy, requirements for teachers and students,advantages as well as disadvantages of “puzzle-induced” teaching mode and putsforward suggestions for adopters.