| The concept of middle school mathematics plays an important role in middle school mathematics.It is a node in the entire middle school mathematics knowledge network,and the degree of mastery of mathematical concepts directly affects the quality of mathematics learning.However,at present,many teachers ignore the concept of learning and pay attention to the solution of the problem,ignore the process and concentrate on the conclusion,and do not provide students with a platform for independent exploration and the mathematical concept is too abstract.Leading to the teaching of mathematical concepts is not ideal.Therefore,in order to find a solution to this problem,the author will combine the characteristics of mathematics and choose a cognitive elasticity theory proposed for the essence of complex concepts as a theoretical basis to study mathematical concept teaching.The full text is divided into six parts:The first part of the thesis introduces the meaning characteristics of mathematical concepts,expounds the related problems encountered in the study of mathematical concepts as the research background and further determines the research value of this paper.At the same time,the research methods,research contents and research ideas are briefly explained.The second part is a review of mathematical concepts and cognitive elasticity theory.Understand the origins,logical categories,basic principles of cognitive elasticity theory and the status quo of research at home and abroad.At the same time,it analyzes the domestic and international literature review related to the teaching of mathematical concepts.The third part theoretically analyzes the feasibility of cognitive elasticity theory to guide mathematics concept teaching.The similarity analysis of the key points emphasized by the theory of cognitive elasticity and the problems emphasized in the teaching of mathematical concepts have obtained the similarity between the concept of cognitive elasticity theory and the teaching of mathematical concepts.The value of this paper is theoretically verified.The fourth part observes and records the classrooms of the three teachers from several points such as concept introduction,formation,consolidation,and connection between concepts,and draws the status quo and problems of mathematics concepts in junior high school mathematics teaching.Through the analysis of the classroom observation results,it is necessary to introduce the cognitive flexibility theory to guide the teaching of mathematical concepts.The fifth part takes the lesson"variables and functions"in the classroom observation record as an example,and further studies particular mathematics topics from the perspective of cognitive elasticity theory.And compared with the teaching in the classroom observation,using the test volume to investigate the research object,collect data,and use SPSS19.0 statistical software to analyze the overall score of the student test volume,and draw conclusions.The sixth part is a summary of this paper and a brief description of the shortcomings.It puts forward the direction that the theory guiding concept teaching needs further improvement.At the same time,the application of cognitive elasticity theory in the teaching of mathematical concepts expresses expectations. |
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