A Study On The Strategy Of Promoting The Effective Teaching In Junior Middle School Mathematics Class

Classroom teaching is the most important way to implement mathematics teaching.Classroom teaching is an organized,planned,purposeful and in-depth learning activity.It is a place where teachers and students,students and students learn from each other and discuss and jointly promote growth.Therefore,the effectiveness of classroom teaching will directly determine the teaching effect and learning effect.Although the research of effective classroom teaching has made some achievements,in the background of exam oriented education,there are still various inefficient classroom teaching.Mathematics teachers work hard in the classroom,students learn seriously in the classroom,but students do not get the progress and development they deserve,which is contrary to the requirements of the new era for talents.Therefore,it is worth studying deeply to provide relevant strategies to improve the effective teaching of Mathematics for the mathematics teachers in junior middle school.Through the investigation and research on a junior high school in Chengdu.This article investigates one junior high school in Chengdu,using the methods of questionnaire,classroom observation and interview to obtain relevant data.This paper finds that there is a lack of new ideas in the situation creation,the teaching content is divorced from reality,the awareness of mathematics classroom teaching efficiency is weak,the assignment ignores individual differences,and students' participation in the learning process is low.There are too many preset teaching contents and too few generated conditions.Therefore,this paper starts from the classroom of Chengdu Shishi Junior High School as an example,combined with classroom teaching fragments,puts forward reasonable solutions to improve the efficiency of junior high school mathematics classroom teaching and promote the development of students.The thesis is divided into five parts.The first part is the introduction.It includes research background,literature review at home and abroad,research purpose,theoretical and practical significance,research methods.The second part is the effective teaching theory research in junior middle school mathematics.The first is to define the concept of effective teaching and classroom effective teaching;the second is to sort out the theoretical basis of the research,mainly including the basic concept of junior middle school mathematics curriculum standard,meaningful learning theory,development theory,humanistic learning theory and constructivism theory;the third is to summarize some characteristics of effective teaching according to teaching practice,including effective teaching objectives and effective teaching learning situation,effective teaching dialogue and effective teaching activities.The third part is the analysis of the current situation of effective mathematics teaching in junior high school.Through the investigation of Chengdu Shishi Junior High School as an example,we find that there are some situations in the classroom,such as the lack of new ideas in the creation of situations,the separation of teaching content from reality,the lack of awareness of the efficiency of mathematics classroom teaching,the neglect of individual differences in homework arrangement,the low participation of students in the learning process,the too much presupposition of teaching content and too little generation.The fourth part is to promote the effective teaching strategies in junior middle school mathematics.Through the analysis of the relevant situation of a middle school in Chengdu,this paper puts forward the corresponding solutions to the problems.By analyzing the relevant situation of a junior high school in a middle school in Chengdu,a corresponding solution strategy is proposed for the problem.The fifth part is the conclusion.It briefly summarizes the process and conclusion of the research,summarizes the shortcomings of the research,and puts forward the prospect for the future.