Research On The Current Situation And Countermeasures Of Interdisciplinary Mathematics Teaching In Junior Middle School

At present,the scientific field of our country gradually tends to the development of integration,and the requirement of cultivating compound talents with comprehensive quality becomes higher.Because the primary stage of junior middle school education in our country is still divided into subjects,teachers of various subjects still teach within their own subject system and knowledge structure,which leads to the lack of integration,communication and communication between subjects.In order to break the barriers between subjects and cultivate students' comprehensive ability,this paper puts forward the research topic of "the present situation and countermeasures of interdisciplinary teaching of mathematics in junior high school ",and advocates that mathematics teachers actively change the traditional teaching mode,draw on advanced educational ideas,and actively carry out cross-learning in the stage of mathematics education in junior high school.This paper refers to a large number of domestic and foreign research literature related to interdisciplinary teaching,combs and summarizes the relevant concepts and theories involved in interdisciplinary teaching and defines the concept of "interdisciplinary teaching of mathematics ".In order to further understand the current situation of the application of junior high school mathematics interdisciplinary teaching in mathematics classroom,referring to the relevant literature and combining with the relevant theoretical basis,the present situation of junior high school mathematics interdisciplinary teaching and the questionnaire of countermeasures research are formulated.Through the questionnaire star platform to Sichuan and Chongqing two different levels of junior middle school mathematics teachers data collection,and at the same time to Chongqing Nankai Middle School students in different grades of interdisciplinary teaching visits.Based on the investigation and analysis of the current situation of the interdisciplinary teaching of mathematics in junior middle school,thispaper puts forward the strategy of the interdisciplinary teaching of mathematics in junior middle school,and selects two courses of "inverse proportion function" and "golden section" to design the case of the interdisciplinary teaching.Through the research,it is concluded that there are still some conditions in the process of mathematics education in junior middle school: teachers lack the idea of interdisciplinary teaching and do not have the consciousness of interdisciplinary teaching;teachers lack the ability to integrate mathematics and other subjects;teachers lack the experience of interdisciplinary teaching,do not know which links and how to control the cross-dimensional;schools lack awareness of interdisciplinary teaching,do not carry out related activities on interdisciplinary teaching;teachers do not fully consider students' learning situation,resulting in some students' learning of each subject can not proceed smoothly;The interdisciplinary teaching mode is not perfect,and there is no diversity evaluation,which leads to the teaching effect is not obvious.Based on the investigation and analysis of the present situation of interdisciplinary teaching of mathematics in junior middle school,this paper puts forward the strategies of interdisciplinary teaching of mathematics in junior middle school: changing the educational idea and setting up the concept of interdisciplinary teaching;combing the knowledge blending point between mathematics and other subjects to improve the ability of interdisciplinary teaching;strengthening cooperation and communication with teachers of other subjects;carrying out interdisciplinary cooperative teaching;taking full account of students' learning situation and carrying out reasonable interdisciplinary teaching;implementing various evaluation and gradually perfecting and strengthening teaching mode.It is very necessary and feasible to carry out interdisciplinary teaching in mathematics teaching in junior high school.It not only has solid subject background and scientific theoretical basis,but also meets the requirements of comprehensive development of mathematics subject,all-round development of students and professional development of teachers.It also makes up for the defects of subject integration in mathematics teaching,enriches the theory of interdisciplinary teaching,and also accords with the trend of integration of test proposition in new curriculum reform and the demand of society for comprehensive talents.