Junior Middle School Mathematics Classroom Interactive Teaching Mode

Professor Ye Lan has proposed:“The educational activities of human beings are originated in theexchanges,education is a special kind of exchange.”In realistic mathematics classroom teaching process,formany reasons,to varying degrees，between teachers and students,students and students still lack ofcommunication.This teaching mode makes classroom lifeless generally, and lack of vitality，in the classteachers are dominators, students are only receivers.In this environment, the implementation of teachingmakes students sleepy,in this way, The ability of the students do not get any improvement andinnovation.However, due to the traditional mode of teaching has long historical roots, in order to changethis Teaching Mode, it is a long-term process. Now, we can return students the learning initiative throughinteractive teaching mode, let the students be learning masters.This article is based on the practicalmathematic classroom teaching of junior high school,through participant observation、interviews andquestionnaires,studing the concrete representation of mathematics classroom interactive teaching mode ofthe junior high school,reproduction the basics of realistic situation of the junior high school mathematicsclassroom interaction,to approach the current situation of interactive teaching and the main factors affectingits implementation. By teaching personally and listening to others teachers teaching process, aftercomparative analysis, we can found the desirabilities and inadequacies of the interactive teaching, throughthe exchange of teachers and students, study the development space of this teaching mode and factorslimited by the reality. Although there are many advantages of interactive teaching worthy of our teachersdraw lessons from, it can not be moved to class without any change, it depends on the situation. becausesome teaching content must use the most direct teaching method to implement teaching， Avoid students making any detour。So，the final conclusion：not all of the teaching contents are suitable for interactiveteaching mode，it depends on the nature of he teaching contents. After careful analysis of textbooks,determine teaching modes which are more suitable for teaching. So we can get that it can not absolutelyconfirm the teaching mode good or bad,only we can ensure that which one is more suitable forteaching.The article discussed the mode of junior high school mathematic classroom interactive teachingfrom the following five parts:The first part are raising questions and summarizing：The second part the characteristics of theinteractive teaching mode,related theory and the course of development and evolution.The third part: themode、relevant principles and research methods of the junior high school mathematics classroominteractive teaching.The fourth part:case studies and related teaching strategies of the junior high schoolmathematics classroom interactive teaching,the case is the first volume of math for grade seven.The fifthpart:The recorded lectures instance, through analysis and research on the case, draw some interactiveteaching mode strategy，areas for improvement through seventh grade math on the books (PEP) analysis,drawn interactive teaching mode and inadequacies, and not all mathematical knowledge for implementationwith interactive mode of teaching, but also to determine the nature of the teaching content the suitability ofusing interactive teaching mode.But they can not completely deny this teaching model, because it is also aplace worth learning and development space,Therefore, we must seriously study the teaching content,teaching activities, and then decide to adopt one of the most suitable teaching mode...