Research On The Teaching Practice Of Test Before Teaching Based On The Mathematics Variant Teaching In Junior Middle School

Variant teaching has a long history in mathematics teaching in our country,and it has been accepted by the majority of educators and has become a teaching mode with Chinese characteristics.At present,one of the characteristics of mathematics classroom in our country is to advocate concentrating on the development of all students--teaching students corresponding to their aptitude,which is mainly divided into two meanings: one is to pay attention to the cognitive characteristics of students,students of different ages have differences in their laws of cognitive development,from the actual situation of students' cognition,grasp the essential characteristics,and carry out teaching effectively;the other is the specific teaching content taught by teachers.For teaching materials,according to curriculum standards,starting from teachers' expertise,select appropriate teaching methods to carry out teaching procedure.The second characteristic is to carry out teaching step by step according to the characteristics of mathematics.Mathematics discipline has its historical development sequence as well as logical sequence,and the teaching content of each lesson also follows the principle of the mathematical knowledge structure,from shallow to deep,from easy to difficult,step by step.The third characteristic is to optimize the tradition and teach indefinitely.With the continuous advancement of the new curriculum reform,teachers are encouraged to carry out classroom research and promote the mutual development of teaching and learning.It is based on the teaching ideas of variable teaching and individualized teaching.This study proposes that teaching should be done after testing,the most recent development area for promoting students.The "pretest" in this study is different from "pretest" and "pre-learning" in classroom teaching."Pretest" and "pre learning" refer to the test before lesson or teaching."Pre test" is not only before the class,but also in a certain link of the classroom,as well as extracurricular testing.Through testing,students' problems are exposed,find out the growing point of students,and teaching problems are adjusted and set up."Post teaching" is to use the theory of individualized teaching to guide teaching and solve problems through variable teaching.This research adopts the method of combining theory and practice,quantitative research as well as qualitative research.First of all,based on the perspective of variable teaching and individualized teaching,the significance,content and methods of the research are clarified;then,the existing research results about variable teaching and similar to "test first" at home and abroad are sorted out;then,the key concepts involved in the teaching strategy of test first and then teaching are defined;therefore,the relevant theories of pedagogy and psychology are used for reference,and the mathematics test is proposed first in junior high school.After teaching the basic process,principles and strategies;then to carry out teaching experiments and surveys according to the established teaching principles and strategies within junior high school students,collect teaching cases and experimental data,and analyze the experimental data through SPSS16.0 statistical software;finally,summarize and reflect on this study,pointing out the shortcomings and areas for development.The conclusions are as follows:(1)the exploration and research of "test before teaching" can promote the effectiveness of teachers' teaching behavior;(2)the development of "test before teaching" can improve students' interest in mathematics learning;(3)the development of "test before teaching" can improve students' success in mathematics learning Achievements.