A Study On The Teaching Of The Word Problem Of The Unitary Equation In Junior Middle School

thoughts;From the daily teaching,classroom observation and homework and test paper correction,it is found that there are the following problems in solving the applied questions of the grade one junior school students who accept Mongolian education by using linear equation with one unknown:(1)Question analysis error: having insufficient or wrong semantic comprehension;(2)Equation listing error: failing to find the equivalent relationship,or expressing equivalent relationship in a wrong way;(3)Calculation error:making errors in the processes of removing denominators and parentheses,transposing terms,uniting similar terms and changing the unknown coefficient to 1;(4)Nonstandard writing: assuming unknowns or writing answers in a nonstandard wayIn order to clarify the particularity of the grade one junior school students who accept Mongolian education and figure out the reasons for errors in solving the applied questions by using linear equation with one unknown,questionnaire survey and interview survey were respectively conducted among the students and teachers,and the following results were obtained.The students who accept Mongolian education need to learn one more language subject(Mongolian)than the students who accept Chinese education,so they have less time and energy in each subject.Moreover,owing to the increase of subjects in junior middle school,it is difficult for them to adapt themselves.Compared with the teaching materials written in Chinese,those in Mongolian are less with slow update time,which results in less choices,less exercises and outdated contents for the students who accept Mongolian education.Under the influence of language environment,the students who accept Mongolian education contact more with Chinese communicationenvironment but get access to fewer professional Mongolian terms.Therefore,they feel strange to some Mongolian life terms or professional terms appeared in applied questions and have no method to understand the meaning.Most students who accept Mongolian education live and grow up in the agricultural and pastoral areas,and most schools which provide Mongolian education are under closed management and contact little with the outside world,as a result,the students are limited to get access to knowledge and information independently and rely on the teachers more.Besides,they lack of knowledge,and the things they have acquired are quite separate from the problem situations in the questions,therefore,they have difficulty in understanding the meaning of the questions.In addition,they face a small amount of Mongolian questions in the primary school stage,but face an increasing number of Mongolian questions after entering junior middle school,which causes greater difficulty for them.The reasons for the errors made by the grade one junior school students who accept Mongolian education in solving the applied questions by using linear equation with one unknown:(1)They have no learning interest in solving applied questions by using linear equation with one unknown;(2)They have difficulty in transforming from arithmetic thinking to equation thinking;(3)They have less social experience and life experience;(4)They have poor modeling ability and are unable to list equations;(6)They have poor calculation capability;(7)They lack of reflection and conclusion consciousness in solving questions;(8)They pay less attention to using standard steps to solve questions.Aiming at the above reasons,the following countermeasures are proposed:(1)Stimulate their learning interest;(2)Promote the to form equation awareness;(3)Enrich their background knowledge;(4)Enhance their ability in question analysis;(5)Enhance their ability in listing equations;(6)Strengthen their calculation capability;(7)Promote them to form reflection habit in solving questions;(8)Promote them to form the habit of writing in a standard way.In this paper,the applied questions appeared in teaching materials are classified according to specific situation,the teaching design is conducted according to the teaching strategy,the problems how to analyze quantitative relation and find out equivalent relationship to list equations are discussed.