Research And Practice On Mathematics Teaching In Junior High School Based On The First Principles Of Instruction

The 19 th National Congress of the Communist Party of China(CPC)proposed that "we should fully implement the party's educational policy,carry out the fundamental task of establishing virtue and fostering people,develop quality-oriented education,promote educational fairness,and train socialist constructors and successors with the all-round development of morality,intelligence,Physique,art and the United States." Improving the quality and efficiency of education remains the focus of the educational mission,the improvement of the quality and efficiency of education depends on the improvement of the quality and efficiency of classroom teaching.In view of the current situation that the efficiency of mathematics classroom teaching and learning is low,students' interest in mathematics learning is not high,and students' ability can not be effectively improved,under the guidance of the teaching principle,the author thinks that mathematics teaching design should be carried out to improve the teaching quality of teachers,thus promoting the effective study of students.The first principle of instruction is proposed by M.Professor David Merrill(M.David Merrill)proposed,is a variety of instructional design theory and mode generally agreed with a prescription of instructional design principles.At present,the domestic primary teaching principle in junior high school mathematics teaching practice application is less.Therefore,in order to improve the low efficiency of students' mathematics learning,this paper studies the junior middle school mathematics teaching design based on the theory of the first principle of instruction,and applies the teaching design to the actual classroom teaching,this paper examines the feasibility and effectiveness of mathematics teaching design in junior middle school under the guidance of the first principle of instruction.This research is carried out from both theoretical and practical aspects.Theoretically,by reading a large amount of literature,understand the content and connotation of the first principle of instruction,and explore how to combine firstprinciple of instruction with junior high school mathematics teaching.In practice,conduct junior high school mathematics classroom teaching experiments based on the first principle of instruction.Record experimental data in the form,analyze the data with SPSS,Excel,etc.,and explore the significance and value of the first principle of instruction for junior high school mathematics classroom teaching.This thesis mainly includes the following five parts: First,in the first chapter,it mainly presents the research backdrop and problems,research significance,research methods and main contents and innovations of this research.Secondly,in the second chapter,the related research on the primary teaching principles and mathematics teaching design are summarized,with an emphasis on the results and applications of research on the primary teaching principles at home and abroad.Thirdly,in Chapter 3,the main teaching principles and related theories are summarized.The emphasis is the primary teaching principle refers to the teaching theory,the content of the primary teaching principle,the level of teaching effectiveness,the teaching design process based on the primary teaching principle,and the rippled ring teaching development mode related to the primary teaching principle.Fourth,as the main content of Chapters 4 and 5,explosively study the application of primary teaching principles in junior middle school mathematics classroom teaching,including junior middle school mathematics teaching design,classroom teaching experiments,and experimental data analysis under the guidance of primary teaching principles.Finally,by combining specific classroom teaching design,teaching experiments,and analysis of experimental case and data,this research reflects and summarizes,and looks forward to further research in the future.Through this study,and comparing the data obtained before and after using the Levene test,the main conclusions are as follows:(1)Students' classroom participation has increased,and their ability to collaborate,communicate,express themselves,and solve problems have improved.From the analysis of the pretest questionnaire data,it is found that the students in the experimental class and the control class have little difference in learning motivation and attitude,initial ability,and ability to cooperate and communicate.However,from the analysis of the post-test questionnaire data,it is found that the experiment After the end,the students in the experimental class were more willing to cooperate with the teachers in the classroom teaching,and were more enthusiastic.Their ability to collaborate and communicate,self-expression,and problem-solving skills also improved.(2)Teaching based on the principle of primaryteaching can help students improve their performance.Comparing the experimental class with the control class,there was no significant difference in the pretested math scores between the two classes(p = 0.791> 0.05),and there was a significant difference in the post-tested math scores(p = 0 <0.05).After the experiment,the average score of the math class in the experimental class increased by 11.86 points,the passing rate increased by 14%,and the excellent rate increased by 2%.The effect before and after the experiment was obvious.The mathematics scores of the students in the control class have also improved.The average class score has improved by10.49 points,and the passing rate has increased by 19%.However,there has been a drop in the middle,and the excellent rate has not improved.It shows that the junior middle school mathematics classroom teaching based on the primary teaching principles is feasible and effective.Comprehensive analysis shows that the average grade of the math class in the experimental class has increased,and the passing rate and the excellent rate have increased,while the mathematics scores of the students in the control class have also improved but have declined midway,and the excellent rate has not increased.The main reasons are: The teaching of the primary teaching principles allows students to have clear learning goals in the classroom,which increases their motivation to learn;(2)"problem-centric" teaching improves students 'participation in the classroom and enhances their ability to solve problems;(3)Teaching based on primary teaching principles cultivates students' ability to reflect,cooperate and communicate,and express themselves.Combining the advice of the first-line experienced old teachers and relevant literature,the following teaching suggestions are proposed in response to the deficiencies in the teaching:(1)During the teaching process,teachers should let students clarify the learning goals of this class or the problems that need to be solved as soon as possible;(2)Central issues should be raised in accordance with the students 'real and interesting situations,and reasonably decomposed;(3)In the process of activating old knowledge,teachers should sort out the knowledge structure in advance and identify the knowledge points that need to be reviewed;(4)activate old knowledge Teachers should consider the different levels of students 'mastery of old knowledge and use a variety of methods to activate students' old knowledge;(5)Give students sufficient opportunities to explore space and self-expression;(6)Reasonably arrange groups to improve the efficiency of cooperative learning.