Investigation On Teaching Models In Junior High School Mathematics Classroom

This article is about the investigation on teaching patterns in junior high school mathematics classroom.China's mathematics education has been developing and progressing.However,after we examined the status quo of mathematics education,we found that there is a phenomenon of students not participating in the teaching process.Some students can not participate in the mathematics classroom learning,resulting in students not only can not firmly grasp the basic knowledge of mathematics,and the ability to think can not be exercised and promoted.The ability to cultivate innovation is even more difficult to realize.Although the reasons for this phenomenon are manifold,the overall reason is the single use of the teaching model.In order to studies the different teaching modes in junior high school mathematics classrooms,this paper starts from the two aspects of students' classroom participation and academic achievement.The findings provide reference for middle school mathematics teachers when they choose different teaching modes for classroom teaching.Because changing the single teaching mode can solving the problems in students' mathematics learning.This research is mainly divided into three stages: First,according to the literature research method and classroom observation method,the questionnaire of student participation in different teaching modes of junior high school mathematics classroom was designed.Second,using the classroom observation method and the interview method to select three seventh-grade classes using different teaching modes to conduct questionnaire surveys and conduct score tests.Finally,data processing and analysis of questionnaire results and student achievement,and the research conclusions of students' classroom participation and academic achievement under three different teaching modes are obtained.and suggestions for applying these three teaching modes are proposed.The study found,first,under the instructional teaching mode,the participation of students' behavioral participation is high,and the degree of inquiry is low;the cognitive participation involves the use of low-level strategies and dependencestrategies;emotional participation is not obvious.However,student participation is stable.Under this model,the average scores and pass rates of mathematics scores of class students are higher,and the high scores are slightly lower,but the students' scores are more concentrated.Second,the overall participation of students in the guided discovery teaching mode is higher;the use of high-level strategies in cognitive participation is more;the participation in emotions is high.However,student participation is not stable enough.In this mode,the average score,pass rate and high score of mathematics scores of class students are relatively high,but the difference in student scores is relatively large.Finally,under the activity participation teaching mode,the input of student behavior participation is low,the inquiry degree is relatively high;the cognitive participation uses more high-level strategies;in emotional participation,the sense of fun and achievement is strong,but the sense of anxiety also obviously exists.And student participation is very unstable.Under this model,the average score and passing rate of mathematics scores of the class students are relatively low,the high scores and the other two teaching modes are not significantly different,and the students' grades are scattered.The results of the study have three implications for mathematics classroom teaching.First,emphasis on the use of different teaching modes.Second,emphasis on the role of student participation in mathematics teaching.Finally,pay attention to the cultivation of students' high-level thinking ability.