Practical Research On “Question Groups- Reflection” In The Middle School Mathematics Teaching

Review teaching is the important part of mathematics teaching in junior middle school, of which unit recitation is one of the most common recitation. In the current junior high school class, explanation and method of inductive used by many teachers take the place of the process of students’ thinking and internalization. In the influence of this teaching mode, students are accustomed to listen more, remember more and practice more, which leads to the inefficient review teaching. This study proposes the review teaching of "question groups – reflection" to improve the effectiveness of unit review and students’ ability of mathematics in junior middle school.Research methods include literature analysis, questionnaire investigation, case method, experiment method.The research process:In the first part, the teaching mode of "question groups – reflection" is put forward based on the two teaching thoughts of “problems set” and reflection. Through the teaching process optimization theory, the theory of the zone of proximal development, reflective teaching theory, analyses the reflections "problem sets" mathematics unit review teaching theoretical basis.In the second part, the questionnaire is conducted among the students from the two classes in Grade eight in our school. The questionnaire is divided into three parts, understand a student’s attitude to mathematics unit review and view, students view of problem sets to review, the present situation of the students’ mathematical reflection ability. Survey found that students who are approved group applied to review unit, the school has yet to develop students’ mathematical reflection habits.It the third part, it is mainly about teaching objectives, implementing procedures and implementing key points of review teaching adopted "question groups – reflection". Combining with zhejiang version of grade eight special triangle, "a dollar a inequality", "a function" three review unit as an example, detailed elaborated the topic group of preparation before link, "basic topic group practice-- error reflection type", "typical topic group practice- inductive reflection", "multiple variant group exercises- evaluation type reflection" link, after-school topic group review link these five links operation method. From the unit to decide strategy, unit exercises groups review the reason for the error analysis of communication strategy, students’ problem solving strategy, to the foot of time and space of independent study four aspects in this paper, the "topic group reflection" to review the key points of teaching. Finally to the "one yuan a inequality" unit review teaching design as an example, introduces "topic group reflection" review the classroom teaching design.In the fourth part, an experimental study of unit review in math teaching is conducted, which uses the reflections on problem sets. Experimental group 805 class uses the teaching mode of "question groups – reflection",control group adopts 806 class to review the traditional teaching mode, review the teaching organization. Using excel charts, solo analysis and spss16.0 statistical process the experiment data. In the unit is one yuan a inequality, after review, the investigation after class. From the results of the survey, most of the students to review "problem sets" reflection type teaching design is approved. In the unit after the review, a function, the students’ reflection ability and make contrast experiment mathematics problem-solving ability. By using questionnaire before the experiment is based on a questionnaire survey of the students’ reflection ability, the survey found that students’ reflection habit gradually. Solo classification theory to judge students grasp the situation analysis, the results show that the experimental classes of mathematical problem solving ability is higher than that in comparative classes. Finally, after the final test using spss16.0 statistical processing of experimental classes and that in comparative classes grades, results showed that the experimental classes and the significant differences that in comparative classes.The study shows that the students accept the teaching mode of the "question groups – reflection" in the period of units review. The teaching mode can increase the effectiveness of review and improve the ability of students’ review. "question groups – reflection" is feasible and effective.