Research On Strategies Of Concept Teaching Of Mathematics In Junior High School

Since the implementation of the new curriculum reform,the traditional concept teaching of mathematics was strongly criticized.Then many teachers began to emphasize the training of problem-solving skills while ignoring the understanding of the nature of concept,which makes students not have a deep understanding of the concepts.The vague mastery of concepts may have a negative effect on the knowledge,methods and insights which based on them.With the deepening of the new curriculum reform,the importance of concept teaching has become increasingly prominent.It also puts forward new demands for concept teaching of mathematics.Firstly,this article attempts to define the related concepts of concept teaching and propose a more reasonable and effective definition by theoretical research on concept teaching.Secondly,a survey is conducted to analyze the present situation of the concept learning of junior high school and learn about the obstacles of it,and collect the strategies which are adopted by teachers at present through questionnaires.Thirdly,the teaching cases are analyzed to help the designing of concept teaching,and the results will be reanalyzed and discussed afterwards.Finally,effective teaching models and strategies on concept teaching will be presented based on the findings above on.According to the different ways of obtaining the concepts,there are two relatively reasonable ways of teaching: concept formation and concept assimilation.The effective strategies in teaching mathematical concepts mainly include: first,design proper settings when introducing concepts,which enables students to understand new concepts on the basis of existing knowledge;second,understand the concept through scientific training;third,master the concept firmly by applying the concept;fourth,reach the aim of understanding,consolidating,integrating and using concepts by constantly repeating practice.