Teaching Research On Open Problems In Junior Middle School Mathematics

With the advancement of curriculum reform,in order to implement the concept of quality education and cultivate students' ability of innovation and practice,the openness problem has continuously penetrated into the mathematics test questions of students' daily contact,and open problems have also appeared in daily teaching.In the research process,this paper mainly uses literature research method,questionnaire method,test method and interview method.First of all,through the literature research method to collect relevant literature,write a review,to understand the existing research,provide the necessary theoretical support for thesis writing.Secondly,through the questionnaire survey of 224 second-year students and 128 teachers of different ages and titles,we can understand the status quo of open-question teaching:(1)Under the concept of quality education,open-ended problems have been generally infiltrated into teachers in the daily teaching.(2)Students lack interest in openness issues.Under the background of traditional teaching and exam-oriented education,students'innovative practice and independent learning ability are generally low,and their thinking lacks openness.Then,through the test volume survey,the following findings are found:(1)The ability of junior high school students to solve mathematics openness problems is mostly at a medium level and has a significant positive correlation with the student's academic level;although boys and girls solve open problem problems.There are subtle differences,but there are no significant differences.(2)The level of open problem solving for students is mostly at a low level,lacking organic integration of topics and expanding use of existing experience.Finally,through the post-test interviews of individual students,understand the students' thinking process on the problem,and summarize the students'thinking obstacles to solve the open problem.On the basis of inductive analysis of existing data,combined with students'investigation of open problem level,explore the differences in students' ability to solve open problems between different genders and academic levels,and propose practical and feasible based on the research results.Teaching and learning advice:(1)Suggestions for teachers:change teaching concepts,establish a correct view of teachers and students;organically integrate open mathematics into mathematics classrooms and students'learning,but pay attention to the rationality of introduction;effectively use teaching tools and rationally use network technology.The combination of online and offline,the use of geometric sketchpad and other tools in the classroom make the teaching process intuitive and interesting;the group cooperative teaching mode and the teaching mode of teaching combined to cultivate students' divergent thinking and guide students to think comprehensively.(2)Suggestions for students:Students should overcome the fear of openness issues,cultivate interest in solving such problems,learn to solve problems and reflect in time,learn to communicate with classmates,learn to solve problems and solve problems with peers.Students should learn appropriate relaxation and effectively improve the efficiency of learning;develop good study habits to make mathematics learning an active process.