Research On Teaching Design Of Math Open Problems In Junior Middle School

With the deepening of the curriculum reform of basic education,the open-ended problem has gradually become a hot spot in the mathematics education field.Mathematics open problem teaching embodies the education of mathematics curriculum reform of teaching concept,and it is not only conducive to students' mastery of mathematics basic knowledge and skills,but also can develop students' mathematical thinking,problem solving ability and innovation ability.The research questions of this paper are as follows:(1)What is the current situation of mathematics teaching in junior high school?(2)Can mathematics open-ended problem teaching produce positive effects on students' interests,ways and attitudes?(3)What are the teaching strategies of mathematics open-ended problem teaching?This study mainly adopts the methods of literature research,interview,questionnaire survey and case analysis.Firstly,relevant literature was collected by literature research method,and a review was written to understand the existing research.Secondly,interview and questionnaire survey were used to investigate the students and math teachers in the school where the author worked,so as to understand the current situation of open math teaching and students' learning.Then,according to the classification of the curriculum,the curriculum can be divided into basic course and inquiry course,the author proposes a clear instructional design process for each class type.According to this process,in the basic courses,the author designed “the application of right triangles' ',the teaching in the research-based curriculum,the author design “signal coverage problem” and "lattice triangle problem" teaching,and has carried on the teaching practice in the training class.Finally,combining with the teaching practice and according to the different types of courses,the author puts forward the teaching implementation strategy of mathematics open-ended problem teaching in basic courses and mathematics open-ended problem teaching in inquiry courses.The conclusions of this study are as follows:(1)Through interviews and questionnaires,it is found that middle school mathematics teachers seldom use open-ended problem in daily teaching,students have limited exposure to open-ended problems,and students generally lack interest inlearning mathematics in traditional teaching,with low learning enthusiasm,passive learning style and lack of initiative in learning.(2)Through the implementation of mathematics open-ended problem teaching and after-class questionnaire results in basic courses and inquiry courses,it can be seen that mathematics open question teaching can stimulate students' interest in mathematics learning,correct students' learning attitude,and optimize students' learning methods.(3)The teaching strategy of mathematics open-ended problem teaching in basic courses: open question and closed question are organically combined and open to a certain extent;According to the teaching objectives,open questions are selected.Students as the main body,encourage respect for students,to achieve the participation of all.The teaching strategy of mathematics open-ended problem teaching in inquiry courses: select appropriate open questions and control the degree of openness;Give play to the initiative of students and communicate with them.Reflect the level of the issue,to achieve the participation of all.