A Study On Teaching Mode Of Junior Middle School Mathematics Teaching And Assessment Course Based On Student Thinking Display

The mathematics assessment class is an important way of feedback between teachers and students,which plays the role of consolidating the foundation,checking gaps and noting gaps and summarizing experiences.However,according to the survey,it is not difficult to find out that the mathematics test papers for primary and secondary schools still exists the following phenomenon:when teachers give lectures to students,most of the students just listen to what the teachers said.And teachers are mainly showing their ideas to students.Students rarely have the opportunity to present their opinions.The inadequate presentation of students' thinking has become one of the most important reasons for the low efficiency of mathematics assessment classes.In this regard,I hope to make the students' thinking display better and more fully,exercise and develop to the greatest degree by exploring the “teaching model of mathematics lectures which the students' thinking displays as the main line”,in order to develop a class that focuses on students' thinking activities and ultimately achieves the goal of improving the efficiency of lectures and assessments.This article mainly involves the following five aspects:In the first part,through the literature research method,combine domestic and international researches related to "thinking of student's thinking",put forward the theoretical basis of the subject research,and clearly define the concept of student's thinking display.In the second part,the questionnaire survey method and interview method were used to investigate the status quo of the middle school students' thinking display in the lecture-telling class.The survey results were statistically analyzed.It was found that the students' thinking in thecurrent mathematics assessment class has not been fully demonstrated and commented,and the strategies for demonstrating students' thinking are not comprehensive enough.This provides data reference and relevant basis for the research of the subject.In the third part,on the one hand,inspired by the“Theory of Solving Problems by Polya ” and combined with the author's thinking,the“Personal Thinking Presentation Model”was given,allowing students to initially understand which places they need to focus on of.On the other hand,it gives a strategy of how teachers can guide them in a timely manner in the process of student's thinking.The combination of the two can make the student's explicit thinking more fully and effectively displayed.Then,through the understanding of the explicit thinking demonstrated by the students,it can better capture and reveal the implicit thinking that exists in the students' minds.In doing so,it can be ensured that the student's heart is pouted directly during the commentary,and students can re-examine their reasonable and irrational problem-solving thoughts in the reflection and truly improve the quality of the class.In the fourth part,under the guidance of the theoretical basis,according to the findings of the current situation of students 'thinking display,the basic flow of the teaching mode of the mathematics assessment course based on the student's thinking display and the relevant strategies of each link are proposed.Finally,the author carried out teaching practice under the guidance of the teaching mode strategy,and then carries on the statistics and the analysis to the practice result,indicating that the application of the teaching mode does help to improve the efficiency of class assessment.In the end,it provided effective teaching cases and provided case studies for other educators.