Research On The Application Of Origami Activity In Junior Middle School Mathematics Teaching

Since the beginning of the 21 st century,the development of society has become more and more demanding of citizens' mathematical literacy.To cultivate people with comprehensive development,we must not only learn the knowledge in books,but also expand our skills.For mathematics,solving problems with mathematical knowledge is one aspect.On the other hand,we must understand the source of some concepts and properties of mathematics in mathematics,so that we can better understand and apply the corresponding mathematical knowledge.Origami activities should be widely used in junior high school mathematics teaching.Compared with traditional teaching,the integration of origami activities can make mathematics classroom alive,turn abstraction into concrete,stimulate students' interest in learning mathematics,and make it easier for students to master new knowledge in the process of learning.,Promote the unity of "doing" and "learning",and cultivate their creative thinking;enable teachers to more easily achieve teaching goals in the process of teaching,enrich teaching forms,and create "least speak the best,teach the best" mathematics classrooms.This article mainly uses research methods such as literature analysis,text analysis and case analysis.The literature analysis method is used to summarize the existing research on origami activities;the text analysis method is used to sort out and analyze the materials of origami activities in junior high school mathematics textbooks based on Renjiao,East China Normal University and Beijing Normal University textbooks Through the case analysis method,the typical teaching cases using the origami activity materials in and outside the textbook are analyzed.Through research,this article draws the following conclusions:(1)The origami activity materials involved in the new knowledge in the textbook are basically learning geometric content.Different origami activity materials are used in different versions.The basic activity experience contained in the new knowledge teaching based on these materials also varies,but in the end The teaching purpose remains the same.Some teachers will teach origami activities according to the design in the textbooks,and even increase the width of the expansion to cultivate students' divergent thinking.Some teachers will adopt traditional teaching methods and ignore the origami activities materials in the textbooks.(2)The origami activity materials involved in solving the problems in the teachingmaterials are also the use,consolidation and improvement of geometric knowledge.The problem-solving teaching based on these materials can enable students to summarize the methods and methods of solving a certain type of problem and accumulate experience in solving problems..When explaining the exercises,teachers often explain one of the "typical" origami questions,that is,let students learn from each other and consider the origami activity as a "context".(3)The origami activity materials involved in the reading materials in the textbook are basically located at the end of the chapter.The activity teaching based on these materials can enable students to consolidate the knowledge of this chapter,expand students' horizons,connect mathematics with life,and feel the mathematics."the other side".Because it is located at the end of the chapter,most teachers will choose to skip it directly,which ignores the design intent of the textbook itself.(4)The use of materials for origami activities outside the teaching materials is not enough.Teachers need to further integrate origami activities into mathematics teaching,select them appropriately,and design them systematically to achieve better teaching goals and promote students to accumulate more activity experience.