Study On The Application Of Junior Middle Mchool Mathematics Teaching Case Teaching Mode

It is the goal of the reform, development of basic education and the requirements of quality education that ask for the quality of classroom teaching, give full play to the dual role of teachers and students and teaching students to learn. According to the current basic education classroom teachers dominate the classroom, teacher-student interaction lack, the students' learning enthusiasm lack, low learning efficiency and other problems, Using literature research method, case study method, experience summary method and survey method, taking an example of junior middle school mathematics teaching case teaching mode, In the teaching design theory, meaningful learning theory and the theory of higher order thinking guidance, combined with the specific teaching practice construct the junior middle school mathematics teaching case teaching mode.Studies suggest that junior middle school mathematics teaching case teaching mode is consist of the theoretical basis, teaching goal orientation, teaching conditions, operating procedures, education evaluation of five elements; The mode of the specific operation process can be summarized into three aspects, namely learning before class, in class cooperative inquiry, after-school tutoring evaluation and subdivision for "guide, learning, practicing and playing, measurement, solid " six steps. The study found junior middle school mathematics teaching case teaching mode can promote students' study, effectively stimulate students interest in learning, mobilize students' learning initiative, promote the cultivation of thinking and students' good learning habits, guide the students to actively participate in classroom cooperative inquiry and learn to share wisdom; In secondary mathematics teachers' guidance, teachers should constantly teaching practice and reflection, optimizing and improving their teaching quality and ability; In improving the relationship between teachers and students, it can effectively promote the construction of equal dialogue between teachers and students, two-way interactive classroom environment.