A Study On The Teaching Mode Of "Mentorship Mutual Aid And Case Study Guidance" Of Mathematics In Junior Middle School

Under the promotion of the new curriculum standard,the model of group cooperation and case study guidance has been widely popularized.However,there are still some problems in the implementation process,which are highlighted by the fact that group cooperation is not close and knowledge points are easily confused for the students.The existence of these problems affects the effectiveness of group cooperation.In order to change the current situation,this paper studies the teaching mode of "mentorship mutual aid and case study guidance".The research of this paper is divided into four parts.Chapter one is about introduction.It mainly introduces the current research background and significance,and combs the research status at home and abroad.The second chapter mainly summarizes the teaching model of "mentorship mutual aid and case study guidance".First of all,the teaching mode of "mentorship mutual aid and case study guidance" was defined conceptually,and then we further derive what is the teaching model of "mentorship mutual aid and case study guidance".Then,the teaching process of "mentorship mutual aid and case study guidance" was detailed according to five parts: Mutual aid and division of labor between mentorship;Precision guidance program;Independent learning and evaluation;Show between different groups;Practice and consolidation;Teacher's summary.In addition,the rationality and theoretical basis of the teaching mode of "mentorship mutual aid and case study guidance" are discussed from the perspective of constructivism and education theory of quality,so that the construction of the mode is based on scientific theories.The third chapter,mainly research the current situation of junior middle school mathematics teaching by the investigation method and the classroom observation method.Through the investigation,it is found that the current junior high school mathematics teaching has neglected the cultivation of the student's main position;The junior high school math teacher's implementation of the new curriculum standard is insufficient;Group cooperation is only formal;the teacher of the case study does not regulate the bad effect of the operation.All above is not optimistic.These existing problems have laid a foundation for this paper to put forward and implement the teaching model of "mentorship mutual aid and case study guidance".In the fourth chapter,the implementation of the teaching model of "mentorship mutual aid and case study guidance" is discussed in detail with the case study of binary simple-equation system.In this part,how to implement the teaching model of "mentorship mutual aid and case study guidance" through case study is studied.Let the teaching mode of "mentorship mutual aid,study case guidance" known,felt,and operated.In the fifth chapter,the implementation effect of the teaching model of "mentorship mutual aid and case study guidance" is investigated mainly by means of experiments.In the specific research,the effects of the teaching model of "mentorship mutual aid and case study guidance" were measured from the aspects of students' achievements and their cognition and emotion to junior middle school mathematics.Through experimental research,it was found that the teaching model of " mentorship mutual aid and case study guidance" can improve students' mathematics performance,enhance students' knowledge and love of mathematics,and enhance students' ability to express mathematics and solve problems in mathematics.Therefore,the implementation of the teaching model of "mentorship mutual aid and study case guidance" has a positive meaning for junior middle school mathematics teaching.