A Preliminary Study On The Junior High School Mathematics Teaching Fragments

With advances in science and technology, citizens with good quality isespecially important for the development of the21st century, and traditional way ofeducation should also develop along with the development of the times. Thedisadvantages of traditional education are paid close attention by more and more peopleeducated or not, the clamor for the reform of education is becoming more and morehigh, people’s expectations, also more and more urgent.Activity, as a basic way of human existence and development, has been attachedimportance very early. As a link connection between human internal and external,Activity makes the self as main body and all kinds of things and phenomena as theobject exert a continuous and mutual influence, to build the mind of the main body. Therole of activity can not be ignored in education.Curriculum reform started from2001in our country, now has more than10years.A lot of changes have taken place in our country’s basic education in the tenyears’ time, such as: the teaching idea, the education idea, change of relationshipbetween teachers and students, the transition of the teaching purpose, change the way ofevaluation and so on. It may say that our country elementary education curriculumreform has obtained many achievements.Actually it is not just our country, other countries such as America, Japan, Britain,the Netherlands, etc, are in fact also based on curriculum standard, and started the roadof reform in their countries. The student’s study way, learning status and innerconditions are mentioned the most in the national mathematics reform.In simple terms,it is focused on how the students to get the best and the biggest development in the process of learning.Teacher’s education idea has a big shift, as well as student’s study way, in the tenyears of the reform. All kinds of teaching mode, teaching method emerge as the timesrequire, most of which emphasized to develop all kinds of ability through theparticipation of students’ mathematics activities, but the explanations of the teachers andstudents’ activities are actually an essential important link, it is not enough to acquirebasic knowledge and skills only by the activities of the students.This form of teaching, mathematics activities is the demand of the times, is also theteaching actual demand, many teachers are looking for a delicate balance between theadvanced education theory and education practice. But most studies on mathematicsactivities point to mathematics activity or stay on the operational activities ofmathematics activities now, so rational and effective way of students mathematicsteaching should be conducted according to the actual situation of students and theschool in the real teaching process.This is the background of the issue.Mathematics teaching activity fragments is a way of mathematical activities,whichabsorbed the education thought of Dewey and Freudenthal, the philosophy of Marxand the constructivism of Piaget. It emphasizes that students obtain the development ofmathematical ability through their active participation in activity fragments withexperience and construction carefully designed by teachers, and the teacher’s properexplanation in the process of mathematics teaching. Mathematical activities fragmentrefers a way of teaching which designs the mathematical activities students participatein actively as a whole, to promote students’ development in the process of mathematicsteaching.The following are characteristics of Mathematics activity fragments teaching: oneis that the mathematics activity fragment is some mathematical activities in themathematics teaching process, which appear according to the actual situation and theneed in the whole teaching process, and are respectively independent and withoutinfluence. Second, it is way of mathematics teaching mathematics activities, but isn’tthe only way, it does not exclude or deny other ways in mathematics teaching. Third, itsguideline is activities is to promote development. Forth, the activities in mathematicsactivities fragments refers to the three activities: direct, design activity, thinking activity.Fifth, its main way of acquisition is students’ active participation. Sixth, it needsteachers’ careful design before the class. Again through the questionnaire survey on the present situation of teachers and students in mathematics activities, analyze the surveyresults, and use the conclusion obtained by analysis to guide the teaching ofmathematics activities.For this purpose, we put forward the principles and strategies of mathematicsactivity fragment teaching in the math class. Clips to implement the principles ofmathematical activity teaching include: the principle of activities around "problem", theprinciple of activity implementation depends on "active", the principle ofimplementation based on "democracy". In the three principles, the principle of"problem" is the core,"active" principle is the key, and the principle of "democracy" isthe guarantee. The strategies of mathematics activity teaching implementation include:effective preparation (including teaching materials prepared, for students, case law), thechange of relationship between teachers and students and the gradation of mathematicsactivities fragment design, giving full play to the advantages of teacher’s gender,mathematics activity fragments designed to "see orders food".And, we tried to carry out the mathematical activities teaching practice researchin four pieces of class and do the analysis based on the theory of mathematics teachingactivity fragments. They are new lecture, recitation, recitation, lecture will be taught.Not all the teaching content must choose mathematics activity fragments teaching, andalso not all teaching content can rotate mathematics teaching activity fragments, but thisarticle choosesThe content of mathematics activities in each class, and are aimed to understandthe six characteristics of mathematics activity fragments, and attempt the application ofthe implementation strategy in teaching.