A Study And Practice On Participatory Teaching Design Of Junior High School Mathematics Classroom

Against the background of new curriculum reform, teaching system should be student-centered and teachers should serve as organizers and guides. The current education reform, however, is still a long-term and arduous task. At present some key schools in western area where teachers are in pursuit of examination performance and enrollment rate still stick to exam-oriented education system. The traditional and under-developed phenomena, such as spoon-fed teaching and the passive acceptance of knowledge of students, are still often seen in mathematical teaching. How do we guide the students to actively participate in mathematical learning in classroom, change the ways of students to learn and promote the development of students healthily, comprehensively and constantly? Based on the thoughts of those problems, I put forward the subject I study in this thesis.The Participation-teaching Approach of Math for junior middle school students is designed for both interactive learning activities and multidimensional dialogues among main bodies in mathematical classes in the junior middle school. In the process of teaching, students are not subjects in the pre-designed teaching plan but active participants in designing the dynamic and creative learning activities in classroom. Serving as partners, teachers observe the progress made by students, their needs and condition changes carefully, respond to the learning circumstances actively and flexibly and adjust the pre-designed plan immediately.The thesis pivots around both theoretical study and practical study.As for theoretical study, I summarize the theories of Participation-teaching Approach and its teaching design. After mental analysis and experience summarization, the following tactics about Participation-teaching Approach of Math for junior middle school students are available: Question Motivation Strategy to encourage students to participate, Clear Objectives Strategy to guide students to discuss, Group-cooperation Strategy to lead students to design activities, Hierarchical Teaching Strategy to embody the levels of participation and Pluralist Evaluation Strategy to highlight the essence of education, and set up the model of Participation-teaching Approach of Math for junior middle school students, providing its design and practice with theoretical consideration.As for practical study, the individual case tracking study and experimental classes tracking study are adopted. Design teaching cases with Participation-teaching Approach of Math for junior middle school students and apply it to teaching practice. The experimental results show that the Participation-teaching Approach of Math for junior middle school students can create equal, delightful and healthy learning environment and bring the enthusiasm to teachers as well as students. Since teaching benefits teachers and students, teaching effect will improved greatly.