| The modernization of education promotes the implementation of quality education,the reform of mathematics in basic education changes the traditional educational concept,and many problems existing in the connection between primary and secondary schools all raise the request for effective reasoning teaching.Therefore,the effectiveness of reasonable reasoning teaching in junior middle school mathematics is a subject worth exploring in depth.This subject is of great sense to develop the core qualities of teachers and students,implement the "four foundations" and "four abilities" of the mathematics curriculum standards of compulsory education,develop rapidly in the era of knowledge economy,and construct an educational power and an innovative country.The content of this paper mainly includes the following aspects:First of all,this paper addresses the question from three aspects: the background of the question,the research status,research content,significance and methods of reasonable reasoning at home and abroad.Then the paper uses the literature analysis method to carry out the theoretical analysis of reasonableness,defines the concept of reasonableness from three aspects,classifies the reasonableness commonly used in junior middle school mathematics teaching,and interprets the part of reasonableness in the new curriculum standard.Secondly,the students of Spring city middle school in Jinan city were studied by questionnaire and test.In terms of questionnaire survey,47 students in first grade,53 students in second grade and 49 students in third grade were randomly selected,these 149 people were surveyed,and the current situation of reasonable reasoning teaching was surveyed from the perspective of students.Test on compiling test after 48 students selected from No.2 Middle schoolAttached to SDNU test,through the calculation using SPSS20.0 test reliability and validity.After determining the validity of the test paper,49,47 and 49 students were randomly selected from the three grades of Jinan spring city middle school for testing to analyze students’ reasoning ability at the present stage.A questionnaire survey was conducted on the mathematics teachers in junior middle schools in Jinan city.Thirdly,through the investigation of the current situation of the application of reasonable reasoning in junior high school mathematics teaching,this paper analyzes the existing problems in the current teaching,mainly in the following six aspects: 1.Teachers do not understand and attach importance to it,which leads to the failure of reasonable reasoning teaching.2.Lack of necessary curriculum resources and insufficient support for reasonable reasoning teaching.3.Inappropriate grasp of the key points in the classroom results in inefficient or even ineffective setting of reasonable reasoning.4.Inappropriate situation creation does not conform to the thinking characteristics of students at this stage.5.Teachers try to adapt open test questions to reduce students’ thinking level.6.Lack of teaching evaluation mechanism,unable to evaluate students’ behavior.According to the above problems,four teaching strategies are put forward:1.Pay attention to the improvement of teachers’ professional quality and build high-quality professional and innovative teachers.2.Actively integrate and deeply excavate the curriculum resources of reasonable reasoning.3.Connect the curriculum content with the students’ physical and mental development laws,and create an effective reasonable reasoning situation.4.Set up an evaluation mechanism for inviting reasoning so that reasonable reasoning can be based on criteria.Finally,according to the new curriculum standard,the paper classifies the four aspects of curriculum content and algebra,graphics and geometry,statistics and probability,and synthesis and practice,lists the common reasonable reasoning in junior high school mathematics textbooks,and respectively gives appropriate teaching cases for analysis.Through the teaching case of Quadratic function and unary quadratic equation,this paper expounds the application of reasonable reasoning in teaching.This paper analyzes the examination of reasonable reasoning content in the senior high school entrance examination,and classifies the examination questions into three categories: newly defined questions,regular questions and reading material questions.Among them,the regular examination questions that are examined most are subdivided into four categories: number category,number type category,figure category and rectangular coordinate system category.I hope that I can provide help for junior high school mathematics teachers to effectively use reasonable reasoning teaching from textbooks,teaching and examinations according to the proposed teaching strategies. |
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