Research On The Teaching Practice Of Junior Mathematics Review Based On Problem-solving

Review classes are the main type of mathematics teaching in junior high school.It is the reinforcement and consolidation of the knowledge learned in junior middle school.How to improve the efficiency of the review classes has always been an important issue that teachers and students pay attention to.How to let the students through the junior high school mathematics review make the knowledge more systematic and complete and improve the mathematical thinking and problem-solving ability,is a subject worth studying.Considering the importance of "problem" in mathematics review teaching,based on G.Polya's "How to solve it",this thesis takes the "problem solving" as the object of study.This thesis also attempts to design and implement the mathematics review classes of third grade of junior school by problem solving.First of all,the third grade students in junior school and teachers are investigated and interviewed to find out the present situation of mathematics review teaching,and to find out that the current methods of reviewing classes are patterns of "question and answer","thinking guide schemas" and "recall+ exercises",the results are not satisfactory.Teachers and students are expected to improve the efficiency of mathematics review.According to the investigation and analysis of the teaching method and teaching effect of the mathematics review classes in the third grade of junior at present,This thesis abstracts the principles that should be followed in the review classes of mathematics in the third grade of junior,including:the principle of understanding the learning situation,the principle of teaching according to the aptitude,the principle of making clear the goal and the principle of targeting the subject.Pay attention to the guidance and cultivate the independence of students;principle of summarizing the methods and permeating the thought,and so on.Also several points for attention are proposed,including teaching design should be targeted--not formulaic;topics should be carefully selected--not blindly practiced;classroom teaching should pay attention to practical results--avoid mere formality;teaching methods need to be tested and adjusted--do not stick to the rules.Furthermore,on the basis of the general review lesson principles,This thesis puts forward some review lesson design strategies based on "problem solving",including:question setting strategy--arousing learning interest;question and answer strategy--cultivating questioning spirit;guiding strategy--guiding thinking orientation;review strategy--form reflective habit;leaving space strategy--to tap the potential of research,and so on.Some concerns have also been raised for review lessons in grade three in junior based on "problem solving".This thesis also designs three cases of review lessons based on "problem solving",one of which is implemented as an open class in the teaching class,which has been affirmed and praised by teachers and students.In view of the above research results,the author thinks that "problem solving" can become the normal states in the third grade of junior,and it does not exclude the traditional review lessons,but intermingles with each other.This thesis is divided into six chapters.The first chapter is the introduction,mainly about the background,research content,significance and methods.The second chapter is the theoretical basis and research overview.The third chapter is the present situation investigation of the mathematics review class in junior high school and the implementation principle and notes of the review class.The fourth chapter is the case analysis and the effect investigation of the review lesson based on problem-solving.The fifth chapter is about teaching strategies of the mathematics review class based on problem-solving and key points to pay attention to.The sixth chapter is the summary and prospect.The mathematics review teaching strategies,matters and concerns based on problem-solving proposed in this thesis have certain practicability,which can be used as a reference for the teachers who carry out this kind of review class,and can stimulate the students' interest in learning.It is helpful to enhance students' problem awareness and ability to solve problems.