A Study On The Current Situation Of Junior Math Samples Teaching

The new curriculum reform, based on updating textbooks on various subjects, has been on for ten years. How is the current situation on junior math curriculum?This article selects examples in mathematics textbook of junior middle school as the breakthrough point, getting to know the teachers and students’understanding and applying approach about the samples, so as to provide some practical teaching reference for the mathematical teachers, and some feedback for mathematical textbooks compilers.Having read series of research literature, I determined the dimensions of questionnaire prepared specific questions, and chose part of the teachers and students from5schools in Hubei province as respondents; selected one math period as sample and analyzed it.The whole survey includes four parts:teachers’ understanding of samples, teachers’ teaching behavior of the samples; students’ understanding of samples, students’ learning behavior of the samples.It shows as follows:1. Teachers’ understanding of the samplesThey scored fairly high in these areas:samples’ background material, logical arrangement, exhibiting process of thought, educational value, acceptability, with an average of0.7points in each, revealing their fairly good acknowledgment on the samples.2. Teachers’ teaching behavior of the samplesRevealing samples’ background. Most of the participant teachers did reveal samples’ knowledge background and emphasize the connection between samples versus life materials and other discipline.Depth of teaching. Most of the teachers added some difficult problems so as to cope with the test, concerning students’ practical situation.Methods and thinking. Teachers attach importance to guiding students to use various of methods, to cultivate students’ thinking flexibility and depth, on the basis of their mastering basic methods.Normalization and tutoring. Teachers would often give emphasize to the normalization of working out an problem, and tutoring students solving problems constantly.Induction. A large proportion of teachers would lead students to summarize, so as to enhance their capacity of generalization. Overall feeling of the samples:on the numbers of the samples,"average" ranks first;"slightly few" the next; on the extent of difficult,"average" ranks first,"slightly easy" the next; on the overall assessment,"average" ranks first,"fairly good" the next.3. Students’ understanding of the samplesStudents’ assessment score stood between "fairly good" and "good"(0.6--0.7), in these areas:samples’ understandable, exhibiting thinking process, demonstration of methods and normalization, application value, forming mathematical emotion and attitude. On the whole, students’ assessment score is below the teachers’ score.4. Students’ learning behavior of the samplesPreviewing. Half of the students seldom preview the samples, counting on teachers’ interpretation.Learning outcome:Lecturing alone could not prepare the students for examinations. They need additional supplement.Association between samples and problems. More than half of the students would turn to textbooks samples for help when they encountering difficulty problems. However, less than half of the students’ writing down their self explanation of the samples. Those who could aware the association between samples and problems made up more than two thirds. Those who seldom sum up took a large proportion than those who summarize occasionally or constantly.Overall feeling:on numbers of the samples,"average" ranks first,"slightly less" the next; on the extent of difficult,"average" ranks first,"slightly easy" the next; on the overall assessment,"average" ranks first,"fairly good" the next..According to the observation and record of math teaching, there is high recognition on the new curriculum idea from teachers, which is reflected in that teachers can consciously design math samples teaching, emphasizing the process of knowledge acquisition. Meanwhile, they need to improve specific teaching strategy.Suggestion from this research:1. Textbooks compilers group need absorb more experienced teachers, and enhance the participation of experienced teachers on curriculum development.2. Textbook compilers should be more involved in the mathematics classroom, listening to the math teachers and students’ feeling about the textbooks they used and understand the textbooks user’s response.3. Teachers should pay more attention to lead the students to recognize the importance of the samples and guide students’ learning behavior of samples.4. Students should develop good study habits, and enhance self-monitoring capabilities, and improve the level of self-learning.5. Students need enhance the understanding on the value and function of samples, focusing on the learning process of the samples.