Research On Junior High School Math Concept Teaching Based On APOS Theory And Knowledge Transfer Theory

Mathematics educators in our country pay more and more attention to the teaching of mathematics concepts,and actively explore reasonable and effective teaching models to help students construct knowledge networks,strengthen students' cognitive foundation,and exercise students' mathematical thinking.However,in the teaching process of mathematics in junior high school,some teachers tend to ignore the teaching of the formation of mathematical concepts,and lack of systematic organization of the relationship between mathematical concepts,resulting in students' consciousness to construct cognitive structures weakly,making it difficult to truly understand mathematical concepts.This kind of teaching is not conducive to the formation of the mathematical knowledge system,and students have not really established the psychological schema of the concept,which has greatly affected the students' mathematical learning.This study explored how to improve the teaching quality of junior middle school mathematics concepts,and tried to combine APOS theory and knowledge transfer theory to optimize the teaching mode of junior middle school mathematics concepts.First of all,using the literature research method to consult relevant literature,understand the research status of APOS theory and knowledge transfer theory applied to the teaching of mathematical concepts,explore the feasibility of the two theories acting simultaneously on the teaching of mathematical concepts in junior high school,and put forward research ideas:this The study intends to use the teaching mode of the APOS theory as the main mode of mathematics concept learning and knowledge transfer as an auxiliary means to explore ways to effectively improve the teaching of mathematics concepts in junior high schools.Secondly,the questionnaire method was used to investigate the status of junior high school students' learning of mathematical concepts and the application of mathematical concepts knowledge transfer.By sorting and analyzing the collected data,some problems in the teaching process of mathematics concepts in junior high school were found and summarized.Thirdly,with the construction of cognitive structure as the meeting point,the theoretical in-depth exploration of the feasibility of the integration of APOS theory and knowledgetransfer theory,the integration of the two theories into T-APOS integration theory,on how knowledge transfer affects the fourth of APOS theory This stage was elaborated concretely.Finally,the case analysis method is used to study the teaching design related to APOS theory and knowledge transfer theory.Two teaching contents are selected from two aspects of junior high school algebra and geometry,and the concept teaching process guided by T-APOS theory is designed.At the same time,based on the T-APOS theory,some suggestions for the teaching of mathematics concepts in junior high school are put forward.The concept teaching guided by APOS theory focuses on the process of concept formation,but in the four stages it is not clear what form of teaching method is adopted.The application of knowledge transfer in concept teaching is common and diverse,but it lacks a specific teaching model as a support.The T-APOS theory starts from the effective construction of students' cognitive structure,and realizes the mutual promotion and interaction of the concept teaching mode of APOS theory and knowledge transfer teaching,in order to help students complete the independent construction of the mathematical concept system and strengthen the students' conception of math The understanding provided a theoretical reference and reference for the teaching of junior middle school mathematics concepts.