A Comparative Study Of The Methods Of Import In Mathematics Class

As an indispensable part in classroom teaching activities, Class Lead-in exerts a direct effect on the teaching quality. However, in senior mathematics teaching, teachers pay much attention to the teaching contents but neglect Class Lead-in. And improper Lead-in in math classes is universally common. The reasons are as follows: On the one hand, teachers do not have good understanding on the importance of Class Lead-in. On the other hand, teachers do not have good grasp of the methods on how to lead in in class. Therefore, if teachers can realize the importance of Class Lead-in and the advantages as well as disadvantages of various Class Lead-in, it can not only enhance their ability to control the classroom, improve their teaching skills, but also lead the students in the teaching context naturally, gradually change the students ’ attitude towards mathematics.Firstly, this paper makes a brief summary and explanation of the methods on how to lead in, and then make comparative analysis of the methods on how to lead in in math class from the following four dimensions: the functions, the created situation, the control center and its supportive types, which are displayed by graphs and forms as well.Lastly, selecting some representative examples related to the three plates: "Classical subschema", "Graphics and geometric ”, “ Number and algebra". Moreover, make comparison of class lead-in in the daily teaching and teaching materials, and discuss the characteristics and effect of the different Lead-in method.The results of this paper are as follows:(1) Focusing on the functions of different methods on Class Lead-in, it can be generally classified as arousing interest, incenting, inspiring and setting suspense.Besides, among them, some are unidimensional and some other are multidimensional.Moreover, the effect of the Class Lead-in will be influenced by the methods, the teaching object, and the actual situation of the teachers and students. Thus, the same method will work differently due to different teaching design. For example, the stories applied in the Class Lead-in on geometric sequence have different functions. The story of "quick summation of gauss” is to "arouse interest" and "incent", and the story of“borrowing money” is to "arouse interest" and "set suspense".(2) The classification of teaching situation is mainly depend on the understanding of teaching situation from the practice level, and need be related to the concrete subject.Different perspectives result in different situation types. Based on the different level of the subjects ’ experience, the teaching situation can be divided into experientialsituation, motivated situation and problematic situation. The types of the situation created by the teachers are generally determined by the Lead-in parts. Some Lead-in create unidimensional situation and some other create multidimensional situation. That’s to say, different methods can create different situation types. For example, what the old-to-new method create most is problematic situation, but if some suspense are designed in the Lead-in, motivated situation and problematic situation will be created.(3) The traditional leader in the process of Lead-in is teacher. It is teachers who select Lead-in method and control the process. However, a key sign of New Curriculum Standard is the creation of "students-centered" situation. Meanwhile, students will take more responsibility. Therefore, Most situation is not entirely teacher-centered or students-centered, but a combination of teachers and students at a point. An endpoint is not always better than the other endpoint, and different points on the continuum suit for different situation. The control centers can be teacher-centered, students-centered,teacher-students and so on.(4) In practice, We need some supports to help the Lead-in play the desired effect.The support mainly comes in two forms: cognitive support and emotional support.Cognitive support refers to help students construct the understanding of the subject and improve the ability related to the subject. Such as printed resources, multimedia resources, interpersonal interaction, etc. Emotional support refers to support learners’ attitude, emotion, motivation,and self-confidence. Such as teacher’s timely feedback,encouragement and reward, etc. Different Lead-in correspond to different supportive types, some methods lean to cognitive support, some to emotional support, and some other to cognitive and emotional support.(5) via a diagram with four dimensions, this paper analyze the characteristics and its effect respectively by selecting some representative examples related to the three plates: "Classical subschema", "Graphics and geometric ”, “ Number and algebra", and comparing the lead-in in the daily teaching and textbooks. It can not only shows the significance, flexibility and integrity of the Lead-in but encourage teachers to accumulate knowledge and skills concerned improving Lead-in link. In addition, chart can make Lead-in be clear, also help teachers deal with the emergency appeared in the process of Lead-in. Only if teachers are familiar with various graphs can they use different ways to lead in flexibly.