Three-link Seven-step Teaching Mode In The Practice Of The Mathematics Classroom Teaching For Grade Nine In Rural Junior Middle Schools

With the development of the new curriculum reform, the reform of classroom teaching has become more mature. The curriculum standard for classroom teaching which is revised in 2011 shows us a clear direction in the new curriculum reform. The ideas of the new curriculum reform pay attention to lay emphasis on the teaching process and methods.They show that the students are the subject of studying and emphasize the interaction between teachers and students. Nowadays Explaining-accepting Teaching Mode is very popular in the mathematics class teaching of Grade Nine in Rural Junior middle schools, which is teacher-centered, lack of guidance of learning methods. Students accept the knowledge passively. The excessive assignments tactic is very popular. Teachers work hard and students feel pain. This teaching mode is in effective. So, the teaching mode about how to improve the effectivity of the mathematics classroom teaching for Grade Nine is in need to study.This study theoretically sorts out in the related teaching mode of literature analysis of the change process of teaching mode both at home and abroad, from ancient times to the present, and the popular teaching mode people are exploring nowadays. From a practical point of view, it investigates and analyzes the current situation of the mathematics learning of the students in Grade Nine in rural junior middle schools, and the implementation of the urgent needs of the new teaching mode for Grade Nine is analyzed in this paper. It attempts to construct the theory of Three-link Seven-step Teaching Mode in mathematics classroom teaching.The study analyzes the Three-link Seven-step Teaching Mode and the framework in detail. The Three links are basically made up of autonomous learning, communication, and summary feedback. Seven steps are the seven steps in a lesson:clear targets, autonomous learning, AC-show, typical share, consolidate-application, summary, reflection and feedback -evaluation. At the same time in the course of the experiment, the Three-link Seven-step Teaching Mode and framework design of classroom learning tips have been put into practice. Some problems arise in the implementation process are analyzed and improved. The implementation strategy of the Three-link Seven-step Teaching Mode is also analyzed in the way of classroom practice and the summary of experience. At the same time, we get the following conclusions by case study, comparative study, case investigation and empirical research:The implementation of Three-link Seven-step Teaching Mode of the mathematics class teaching for Grade Nine in rural junior middle schools can improve(1)the students’ the learning interest, (2) the students’ mathematics achievement and (3) the students’ mathematical learning beliefs.