The Exploration And Practiceof The "Talking About The Problems" Teaching And Learning Activity In Junior High School Mathematics Classes

<The Curriculum Standards of Mathematics in Compulsory Education>，which was newly revised in2011, points out that teachers need to well deal with therelationship between teachers and students: that is teachers play the leading role, whilestudents play the dominant role. Teachers also need to guide students to get basicexperience of mathematics activities through active learning. In mathematics learning,problem-solving activities are always flooded anywhere that mathematics happens. Inmathematics classes, problem-solving teaching is the most direct and the best way toachieve teaching objectives. In the mathematics classes of our school, traditionalteaching methods possess a considerable proportion, during problem-solving teaching, itis teachers explain particularly much, while students rarely have the opportunity to takethe initiative explore. Facts have proved that in problem-solving teaching, if there areonly teachers’ penetrating explanation and exposition, students’ comprehension andperception will be rather inefficient, though students are familiar with those problems,they will have no way to think out and they can’t start to solve the problems.As is known to everyone, the best way to learn mathematics well is to allow students to“recreate”.“Talking about the problems” is the most efficient way for students to realize“recreation” during problem-solving activities.This thesis is using literature arrangement and literature analysis to establish theoreticalbasis of “talking about the problems”, it is also giving scientific definition andclassification of the content of “talking about the problems”: there are4aspectscontained,“talking about the problems” is under teachers’ guidance, to let students talkabout their understanding of the problems; express their selected schemes, reasons andpuzzles; speak out the approaches to solve the problems; and talk about their reviewsand reflection, talk about their thoughts and methods, talk about their emotionalexperience. By collecting the cases of the “talking about the problems” activities inJunior2014Class1and Class2of Shishi Middle School in Jincheng Campus, thisthesis has demonstrated the “talking about the problems” teaching activity shouldadhere to the following five principles: the principle of emotion, the principle ofdemonstration, the principle of gradation, the principle of hysteresis, and the principle of positive evaluation; and there are four forms of “talking about the problems”, theyare the form of guiding talks, the form of leading talks, the form of co-talks as well asthe form of self-talks.Finally, this thesis gets to know the mathematics learning levels and states before andafter the “talking about the problems” teaching activity in Class1, Class2, Class3andClass4of this Grade in this school through questionnaires, it also makes comparativeanalysis on the achievements of the Experimental classes1and2and on theachievements of the Contrasted classes3and4, this thesis finds that the “talking aboutthe problems” teaching activity can achieve students’ exchange of opinions, sparkling ofthoughts, discussion of cooperating, and link of minds; what’s more,“talking about theproblems” teaching activity can realize students’ joint ownership of knowledge and theirintegrated development.