Junior High School Experience Mathematics Teachers' Understanding Of Experiential Teaching And Practice

With the globalization of information,science and technology are constantly developed and innovating,the demand for comprehensive and innovative talents increased by the state,The basic education is also constantly reformed and deepened by the development of the times.Changing the way of students' learning,to guide students to study independently,pay attention to the students' learning experience,cultivate their students' mathematical literacy,and strengthen the spirit of innovation,and become a new trend of the new round of mathematics education reform.Experiential teacher is an important group in the teacher's team,It is not only helpful for us to understand the current situation of curriculum implementation,but also to build and develop mathematics teachers.Based on this,this paper combines theory with practice,analyzes the experiential teaching by using the literature method,and constructs the theoretical analysis framework of experiential teaching.On this basis,this paper investigates and analyzes the experience type junior middle school mathematics teachers' understanding and practice of experiential teaching.The full text is divided into four parts:Part one:Introduction?Through consulting and analyzing a large number of documents,we will elaborate on the research background,research status and research significance,define the relevant core concepts,lay the theoretical foundation of experiential teaching,and build an analytical framework of experiential teaching.Part two:To investigate the knowledge and implementation of experiential teaching in junior high school experienced mathematics teachers.Through the questionnaire survey and interview analysis,this paper summarizes the knowledge and implementation of teacher experience teaching,and forms the preliminary implementation process of experiential teaching.Part three:The practical study of experiential teaching.Select a special grade teacher as the object of observation,and carefully design a math class that meets the experiential teaching characteristics.The teaching process of teachers is observed and the teaching design,teaching means and teaching language are analyzed.Observe the reaction of the students;Analyze classroom structure;Further improve the experiential teaching implementation model.Part four:Conclusion and thinking.Through a series of relevant investigation and practice,the relevant conclusions are drawn and the implementation model of experiential teaching is determined.Proposed Experiential Teaching Strategy,And put forward some thoughts on improving teachers' understanding of experience.The main conclusions are as follows:1.Most experienced mathematics teachers have a relatively vague understanding of experiential teaching.2.Teachers' understanding of "pedagogy","psychology",teaching age and teaching values have become the influencing factors of teachers' understanding of experiential teaching.3.Experienced teachers the flexibility to combine a variety of means to promote student experience,students develop math skills.Combined with this study,the author makes a further reflection on the mathematical experiential teaching.1.The basic strategies for the implementation of experiential teaching include the creation strategy of the problem situation,the strategy of creating cognitive conflict,and the hierarchical task strategy.2.The basic model of experiential teaching in Mathematics:3.In order to improve teachers' understanding of experiential teaching,the following strategies can be implemented:(1)Teachers should continue to study the theory of experiential teaching,combine theory with practice,and deepen the understanding and penetration of the essence of experiential teaching.(2)The school organizes research learning activities centering on experiential teaching,fully guarantees teachers' participation,and promotes the effective implementation of experiential teaching.