A Study About Teachers And Students' Understanding Of Points & Difficulties In Teaching And Learning Of Junior High School Mathematics

The basic idea of compulsory education mathematics curriculum standard(2011 Edition)emphasizes the realization of the value of Mathematics for everyone,everyone gets the necessary mathematics,different students get different development in mathematics.Everyone must get the mathematics can't do without the key content of mathematics teaching and learning,different students have different development in mathematics,it requires teachers to teach students in accordance with their aptitude,not all students have to break through the difficulties of teaching content learning.And the most important thing is to implement the concept of classroom teaching,in the reality of mathematics teaching,if the teachers and students on the teaching focus and difficulties of cognitive differences,to a large extent affected the improvement of teaching quality.Secondly,the research on the key and difficulties points of teaching is one of the teachers' ability to improve the teaching design.The third,the studies had been less emphases and difficulties of junior middle school mathematics teaching of teachers and students from both angles,so this thesis studies the following three questions:(1)junior high school mathematics students' understangding of learning in the key,what are the difficulties in learning;(2)the number of junior high school teachers' understangding mathematics in the teaching focus,what are the difficulties in teaching;(3)whether there are differences the key and the difficulties of teaching between students and teachers.In order to find what's the focus and difficulties of teaching for junior high school teachers and students,according to the junior high school mathematics curriculum standards in the third parts,the content of the standard adaptation of self-made questionnaire.Teachers and students in the questionnaire after the test and modify the release,during the interview to the teachers and students,and into the classroom lectures to do a record,the teachers and students think that the teaching focus and teaching difficulties? Is there any difference between teachers and students in the teaching focus and teaching difficulties? Research findings:(1)overall,there is no difference between the teachers and students' understangding of the key content of junior high school mathematics teaching,the key content mainly in number and algebra,space and graphics in two major areas,probability and statistics is' t listed as the focus of teaching content;(2)overall,the cognitive abilities of students and teachers for junior middle school teaching difficult content differences,learning the difficulties listed students mainly concentrated in the fields of number and algebra,difficulties in teaching teachers listed mainly concentrated in the fields of space and image.(3)family background,school nature,school level,students' preference for mathematics,students' cognition of the key points and difficulties in mathematics learning.(4)the nature of the school,the school level,the teacher's teaching experience,the time of preparing lessons ever y day,the teacher's familiarity with the standard of curriculum will influence the teachers' cognition of the teaching key points and difficulties.(5)in terms of teaching points(i.e.,the project is the focus of teaching and teaching difficulties)the main contents of the course and distribution of the specific knowledge area,or from the cognitive level of teaching points distribution,teachers and students of cognitive teaching emphasis and difficulties with the grade increased by increased,but the degree of consistency of teacher cognition the teaching difficulty is greater than the degree of difficulty of teaching students for consistent cognition.The above problems are discussed and some suggestions are put forward.Finally,the problems and prospects of this research put forward.