A Case Study On The Influence Of Origami Activities On MR Of Junior High School Mathematics Teacher

“Compulsory Education MatheMtics Curriculum Standard”(2011)has pointed that"teachers should teach students from the actual situation,create situation which is helpful to students' autonomous learning and guide students to access basic mathematical knowledge,basic skills,basic thought and basic activity experience through practice,thinking,exploration and communication,then the process of classroom middle school students have practicing,thinking,exploration,communication is the inevitable result of students mathematical learning opportunities.In addition,junior high school students' thinking is in a critical period of transition from experience thinking to theory thinking,so the specific image or experience support is important to their learning situation,If the situation created in the teaching process and the language used by teacher was specific,it will directly affect the students in the classroom learning opportunities.and how much learning opportunities the students obtained in the classroom by the teacher are directly decided by the teacher's dominant discourse concept,which is mentioned in the study of teachers Meta rules(MR).During the time of teaching students to learn "origami geometry elective course"in a junior high school in Chongqing,the Author has found that origami activities based on the basic geometry of origami,which will create more opportunities for students to learn.This study attempts to influence the MR of teachers through origami activities,which will give students more opportunities to learn.Based on the research results of Sfard theory and David and Lihua Xu,the author defined the core concept of origami activity and MR,and designed "three stages of origami activity patterns" and the series of teachers instruction.In a key middle school in Chongqing city,selecting the teacher A and teacher B,one of case,the other of reference object.Then let the teacher A participate in origami activities for a period of two months,through the combination of quantitative analysis and qualitative research method,applying video analysis and case interview method,made a longitudinal comparison and analysis of the teacher A' MR before and after origami activities,at the same time,the paper made a comparative analysis of the MR of the teacher A and the teacher B in the same teaching content,and obtaied the following conclusions:(1)Before the origami activities,the paper analyzed the MR of the teacher A from the following aspects: the amount of talk,the way of asking questions,and the mathematical language in the classroom.It is found that the teacher A gives students less learning opportunities.(2)After origami activities,the paper analyzed the MR of the teacher A from the following aspects: the amount of talk,the way of asking questions,and the mathematical language in the classroom.It is found that the teacher A gives students the learning opportunity more.(3)Before and after origami activities,teacher A's MR has undergone significant changes,teachers B's MR did not change significantly.(4)The origami activities under the guidance of "three stages of origami activity patterns" has made impact on teachers A's MR.As follows: the students' speaking quantitative more,"give students more opportunities to question " more,sign language and graphic language more,and teacher A gives students the learning opportunity more.