A Study On The Application To Effective Teaching Strategies In The Review Course Of Junior Middle School Mathematics

Junior high school mathematics review class can timely feedback learners' learning situation,improve learners' cognitive structure,establish knowledge network,cultivate learners' mathematical literacy,develop learners' ability,so as to promote learners' all-round development.Therefore,the teaching effect of mathematics review course is very important.Effective mathematics review teaching in junior high school is a practical activity which takes learning content as carrier,based on the development of students,through the use of effective teaching strategies and scientific teaching measures,efforts to improve the review efficiency,improve the review effect,enhance the review experience,so that teachers and students can get mutual progress.Effective junior high school mathematics review class should have the characteristics of accurate teaching objectives,the effectiveness of classroom design,the level of learning content,the achievement of expected teaching objectives,the continuous improvement of students' knowledge network,the display of students' dominant position,and the harmonious relationship between teachers and students.Through a questionnaire survey among students and teachers,the paper finds out the shortcomings of the current junior high school mathematics review course,including the lack of teaching design,learning motivation,students' knowledge construction ability and teachers' neglect of the cultivation of students' ability.Combined with the relevant survey results,this paper analyzes the current situation of effective teaching in junior high school mathematics review class,and determines the necessity of effective teaching in current review class according to the characteristics of effective mathematics review class in junior middle school stage.For the same review class,the traditional teaching methods and effective teaching strategies are used to carry out comparative teaching.In mathematics review class,we use concept map strategy,students' role transformation strategy,micro class teaching strategy,question group teaching strategy,and make comparative analysis with classroom examples.This paper finds out the mistakes in the use of strategies,including the lack of teaching effect prediction,formalism,disconnection between teaching strategies and classroom implementation,and inadequate reflection and summary after class.The main reasons for the wrong use of strategies include inadequate preparation before class,neglect of classroom effectiveness,lack of implementation of individualized teaching and inadequate classroom feedback.In view of the misunderstandings caused by the application of effective teaching strategies in the actual classroom,and based on the guidance of discovery learning,constructivism,optimization of teaching process,micro learning and learning transfer theory,this paper puts forward strategies for improving strategies such as classroom feedback and evaluation,cultivating students' autonomy,teachers' practical exploration and improving students' thinking ability.There are some limitations in the application of improvement strategies,including the differences among students,the limitation of classroom capacity,the adaptability of changing teaching methods,and the lack of traceability of strategy application.In the future research,we should strengthen the feedback of teaching practice,carry out school-based research,teachers' independent study,and construct the theoretical system of strategy application.