The Thinking Of Fractional Teaching Triggered By The Process Of Fraction Learning

Scores and fractions are important contents of middle and high school paragraphs,and they have strong similarity and correlation.The learning of fractions in the real number range of sixth grade has the function of connecting the past and the future: it connects the mathematics learning content of primary school and the fractional learning content of seventh grade.Fraction is a general form of fraction.As a fraction of "evolution",it has great similarities with fraction in form and nature.Junior high school students are in the transition stage from primary school to junior high school when they learn the content of scores and fractions.By comparing the scores and fractions of grade 6 and grade 7 students,the author finds that the errors of the students have a strong regularity and similarity.Therefore,the author speculates that in the process of teaching,we can use the idea of analogy and the teaching of analog fractions to explore the teaching of fractions,so as to find the connection between the old and new knowledge,inspire students' thinking and improve the efficiency of mathematics classroom learning.With this as the starting point,the author analyzes and sorts out the wrong questions in grade 6 and grade 7 students' scores and fractional assignments by consulting literature and taking advantage of his internship in junior high school.Comprehensive use the research methods such as literature method,interview method,discussed preliminary students score of the problems existing in the learning process,combining the theory of cognitive development theory,theory of the zone of proximal development and SOLO classification,through several specific fraction of case study,trying to fraction using analogy thought in the teaching process,and analogy points to the nature of the teaching design,to avoid similar mistakes and inspired,exercise the migration of mathematical generalization ability of the students,improve the efficiency of mathematics classroom learning,promote students development in fractional teaching cognitive level.Finally,the author used the internship opportunity to implement his own fractional teaching design in the seventh grade mathematics classroom,in order to test the actual teaching effect,looking forward to put forward teaching Suggestions with practical value.