Teaching Research On The Cultivation Of The Seventh-grade Mathematical Classification Discussion Under The "five-person Group Cooperation" Mode

Since the implementation of the new curriculum reform,mathematical thinking and methods have gradually been attached importance more.Besides the idea of the combination of number and shape,the transformation,function and equation,the thought of classification discussion is one of the most important mathematical thinking methods.Math in Grade 7 is relatively simple,which contains many topics about classification discussion.Though students in Grade 7 knew about classification discussion in primary school,they still have difficult when confronting type of questions for lack of systematic practice.Therefore,this study was conducted in a normal junior high school with the implementation of new curriculum reform to elaborate how to develop students' ability of classification discussion in Grade 7.This paper is divided into five parts.The first part is the introduction.Firstly the author presents the research background,analyzing the percentage of classification discussion in senior high school entrance examination in Shaanxi Provice in the recent six years to illustrate the importance of classification discussion.Then,the author analyzes the existing problems and recent situation of classification discussion as well as effect of curriculum reform followed with the study of classification discussion.The second part is the definition of relevant concepts and theoretical basis.This part is the theory foundation of this thesis,firstly,defines the core concept of this thesis involved,which defines the idea of classified discussion,the discussion of the object classification,classification discussion principle;introduces the research school of five"group cooperation" teaching mode of teaching practice in a new the way;followed by the use of two Austrian educator Bruner and SUPOR's discovery learning method,cognitive assimilation theory as the theoretical basis,this is the theoretical basis for the new model,highlight its value and significance.In the third part,the author has made two questionnaires to investigate the situation of students' learning of the classification and discussion methods in Grade 7.This part first introduces the research subject,presents the research questionnaire,and then analyzes the results of the investigation.Through investigation,we can find out the factors that influence students' classification and discuss,and provide reference for teaching practice.The fourth part introduces how to solve the classification problem under the "five cooperative" mode.Firstly,introduces the purpose and methods.Secondly,the author presents a new section contains the idea of classified discussion teaching design,to illustrate the specific operation of "five person group cooperation"mode,embody the characteristics of teaching model.The implementation includes two parts.Firstly studying teaching materials carefully,to explore the implicit classification oftextbooks,in order to make students to initially perceive classification discussion in the new class.Secondly,through the group cooperation to improve the ability of solve the classification problem.Found in the induction involves the idea of classified discussion topic,there are many reasons causing the classified discussion,combined with the Grade 7 learning content,the author summarized the four main categories,including mathematical concepts,relative position uncertainty,by classification discussion and practical problems caused by the change of parameters and operation requirements of the classified discussion.The author set four special training classes,and in each of the special exercises in the course of the introduction of the specific practice,reflecting the"five cooperative learning" charm.After the end of practice,the author has carried on the analysis to the practice implementation result and a typical group.The fifth part is the conclusion and thinking,even if this study can explain how to cultivate students' idea of classified discussion and can achieve good results in practice,but the process is still worthy of reflection,the author puts forward three problems.First,the efficiency of independent inquiry before class is low.Second,these two inquiry problems do not conform to the rule of cognitive development.Third,the model of class assessment is single.Through the practice of reflection we can induce more core teaching content,find out more suitable teaching methods for the students in Grade 7,as far as possible to achieve better practice effect.