A Practical Research On The Teaching Mode Of "Six Questions And Three Actions" About Middle School Mathematics Teaching

With the "strengthen moral education and cultivate people" as a fundamental task being put forward in the 18 th National Congress of the Communist Party of China,China's education and teaching reform has entered a new stage,and various kinds of teaching reform experiments emerge in endlessly.However,it find that,it's difficult for the quite a number of junior high school mathematics teachers in our country to get rid of the backward teaching mode in actual teaching through the investigation.The specific performances are as follows: On the one hand,the teaching design lacks of thinking and research and classroom teaching is too formal.On the other hand,the teacher neglects the background and the forming process of knowledge,lacks the understanding of the essence of knowledge and desalinates the mathematical thought contained in knowledge.The teacher also don't attach importance to the exertion of students' main body status,evaluates students in the single way and lacks of overall consciousness and so on.If goes on like this,it will lead to a series of problems,such as low teaching efficiency,reducing students' ability to explore independently,weak awareness of cooperative learning,weak enthusiasm of classroom expression,decline of participation in classroom teaching,etc.Therefore,how to solve these problems in junior high school mathematics teaching and improve teaching efficiency of junior middle school mathematics classroom has become the focus of this research.Based on the law of cognitive development of junior high school students,this thesis constructs a teaching model with clear source,clear and complete process and flexible application.Based on the teaching concept of "Six Questions" put forward by Professor Zhou Ying,this paper uses for reference from the theories of pedagogy and psychology,and combines teaching practice to construct the teaching mode of "Six Questions and Three Actions" in junior high school mathematics." Six Questions" include "where","what","what different","how","what","what acquired" and "Three Actions" mean "brain thinking","active interaction"as well as"hands-on practice".This model is driven by the problem as the main line,and focus on the coherence,inspiration,interactivity,and operability of teaching.In this model,classroom teaching will base on the thinking of "six questions and three actions",take "Six Questions"as teaching thought and take "Three Actions " as the target effects,which help students develop step by step and achieve mastery through a comprehensive study of the subject.This research adopts the way of combining theory with practice,it is divided into the following seven parts:firstly,clearing the study contents,ideas and research methods based on the "Six Questions and Three Actions '' teaching model;secondly,defining key concepts involved in the "Six Questions and Three Actions" teaching model in middle school;then,collecting and sorting out the existing research results at home and abroad and constructing the teaching mode of "Six Questions and Three Actions" in junior middle school mathematics,which uses for reference from pedagogy and psychology and other related theories;whereafter,according to the construction of the model of teaching practice,collecting datas of teaching and practicing,and analyzing them with statistical software;afterwards,a case study being conducted on three students with good performance,medium grade,and poor performance;finally,summarizing,reflecting,and pointing out the shortcomings and prospects.This thesis uses a combination of qualitative and quantitative research methods,the following conclusions are obtained through data analysis:(1)The mathematical teaching model of " Six Questions and Three Actions " in junior high school has a good promoting effect on students' mathematics learning achievement.(2)The mathematical teaching model of " Six Questions and Three Actions " in junior high school can improve students' mathematics problem presentation ability.(3)The mathematical teaching model of " Six Questions and Three Actions " in junior high school " can promote the development of thinking quality.The innovation of this research is mainly to construct the teaching mode of "Six Questions and Three Actions " in junior high school mathematics,put forward the corresponding teaching strategy,and benefit the teachers and students in the teaching practice,so as to provide a theoretical reference for the teaching reform and teaching of junior high schools.