| With the deepening of the curriculum reform of compulsory education and the deepening of the reform of the middle school entrance examination,we have noticed that today’s mathematics education not only pays attention to the cultivation of students’ basic knowledge and skills.Pay more attention to improve the students’ mathematics literacy and key ability,pay attention to check whether the students master a certain mathematical thinking methods.As an important mathematical thought and an effective method to solve the problem,the combination of numbers and shapes runs through the whole junior high school mathematics teaching materials all the time.It makes use of the relation between the number and the shape,combines the abstract algebraic language with the image visual geometry,realizes the transformation between the number and the form,thus making the abstract problem visualized and the complex problem simplified,which helps to spread the students’ thinking and widen the students’ thought.Based on a large number of references,this paper finds that the contents of the thinking method of the combination of numbers and shapes in the middle school teaching have been widely concerned by the front-line teachers,and have searched and sorted out the mathematics examination papers in Shanghai in the past ten years.Reflecting the number and quantity of the thought method,the study found that the examination of this part of the secondary school examination is very frequent and occupies a very high proportion.In the third chapter,the survey understands the cognition and application of mathematics teachers and junior middle school students in Shanghai,and finds out that teachers have certain infiltration consciousness in teaching and can carry out,but lack of certain systematic;The students’ understanding and application of the combination of numbers and shapes are quite in place,but not very comprehensive.One important reason is that the teachers and students do not feel the overall position of the thought method of the combination of numbers and shapes in the mathematics knowledge content of junior high school from the macroscopic angle.Therefore,in this article,the fourth chapter roughly divides the mathematics knowledge points of junior middle school into six categories,and analyzes the presentation and application of the combination of numbers and shapes in each kind of knowledge points in combination with some cases,and combs the distribution of chapters and contents of the methods of the combination of numbers and forms in the mathematics textbooks of Shanghai Education Edition.In combination with the investigation and analysis of the teaching materials,in the sixth chapter,we design a set of training exercise cases which can effectively penetrate the method of number-form combination.The key to the design is the spiral rise of mathematics knowledge in junior high school and the cognitive level of junior high school students.The osmotic process is divided into three stages: “growth stage”,“mature stage” and “application period”.In each stage,“form aid” and “number solution” are designed respectively,so as to improve the students’ ability to apply the thought method of combination of number and form.And provide a certain reference and convenience for the teachers of the first line middle school.In order to make more mathematics teachers pay attention to the cultivation of students’ mathematical thinking methods,improve the students’ thinking level and mathematics accomplishment,and understand the value of mathematics,this paper excavates the thought method of the combination of numbers and forms contained in the teaching material,so as to make more mathematics teachers pay attention to the cultivation of students’ mathematical thinking methods.Finally,the author reflects on the problems found in the study and puts forward some suggestions combined with his own views.It is expected that this study will have some guiding significance in theory and practice. |
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