Research On Teaching Practice Stents In Junior High School Mathematics Concept Teaching

In the process of mathematics learning, the basic condition of mathematicaltheorem and laws is just the mathematical concepts. Meanwhile, the mathematicalthought and methods are also spread by the mathematical concepts. So we can see thatthe function of the mathematical concepts is quite important and pivotal. Therefore,the basic purpose of mathematical teaching is to help the learners deeply understandthe mathematical concepts and principles. By doing this, we have the chances towidely spread the mathematical thought and help the learners improve their qualityand diverge their thinking. Through researching how to learn and teach themathematical concepts, we not only provide valuable reference for mathematicscurriculum reform but also provide effective bases for mathematical teaching.Furthermore, the research itself helps teach mathematics and learn the theory.Scaffolding Instruction is such an effective help for the learners with learningdifficulties that they can achieve the abilities of well solving problems and possessmore learning motivation. Scaffolding instruction may enhance the interest of learnersand prompt them to actively learn mathematics, and during the process of learningthey may turn the external knowledge into internal knowledge. Scaffolding instructionmay provide effective methods for learners and enhance the ability of self learning toprompt learners’ meaning construction, Constructivist learning theory and Zone ofProximal Development theory form the theory foundation of scaffolding instruction.From the four chapters, this paper describes the in-depth analysis and research ofthe application of scaffolding instruction in junior high school mathematical conceptteaching. The first chapter is an introduction, which is mainly about the reasons forapplying scaffolding instruction in mathematical concept teaching. The secondchapter is about the theoretical bases and current situations. This chapter is mainly onthe research status at home and abroad, the zone of proximal development theory andconstructivism learning theory. It is also related to mathematical concept teaching.The third chapter is the research focus, in which the writer detailedly explores the application of different types of scaffold in junior high school mathematical conceptteaching, and the writer has tried the practical application of scaffolding instruction inthe form of teaching design and has summed up the teaching effect through practice.The fourth chapter is the conclusion. For the research in this chapter, the writer hassummed up the feasibility and operability of the scaffolding instruction applied to thejunior high school mathematical concept teaching, and put forward the future researchexpectation.