Research On The Characteristics Of High Quality Mathematics Review Teaching Task In Junior Middle School

In 2014,the Ministry of education put forward the opinions on comprehensively deepening the curriculum reform and implementing the basic task of cultivating talents through morality.In order to put the spirit of cultivating talents through morality into practice,the general office of the Ministry of education carried out the activities of “one teacher,one excellent course and one teacher”.After the activity of “one teacher,one excellent course”was carried out,teachers from all over the country enthusiastically signed up for “drying lessons” on the teaching platform of “one teacher,one excellent course”.Every year,the platform organizes teachers and experts to rate these lessons,of which "Ministerial excellent course" is the highest level among all the evaluation grades,which means that the ministerial excellent course represents the higher teaching level in China and can be regarded as With the influence of the activity,these excellent courses at the ministerial level play a certain role in demonstrating and guiding the current teachers’ teaching.Therefore,the excellent courses at the ministerial level in the activity of "one teacher one excellent course" have great research value.The cultivation of core literacy is not only the current hot topic,but also the value orientation of the new round of curriculum reform.The "core literacy of mathematics" points out the cultivation goal of mathematics discipline.Junior high school is an important stage of students’ development.As an important course type of mathematics,recitation plays an irreplaceable role in students’ knowledge mastery,ability improvement and coping with the middle school entrance examination.In addition,the smooth progress of junior high school mathematics recitation is based on the rational design and implementation of Mathematics teaching tasks.Therefore,this paper takes the mathematics core literacy in the platform of“one teacher one excellent course” as the research object of this paper.Through the research of its teaching task,it summarizes the characteristics of the teaching task of high-quality mathematics review in junior high school under the background of the basic education curriculum reform dominated by the core literacy.In this paper,a variety of research methods are used,among which video observation and content analysis are the main research methods.First of all,study the relevant materials,define the two main concepts of mathematics review course and teaching task clearly,and work out the analysis framework;then,transform the selected teaching video into the actual text record by video observation method,and then analyze and obtain the research data according to the prepared analysis framework;finally,summarize the research data through qualitative and quantitative data analysis According to the characteristics of junior high school mathematics review course,this paper puts forward the improvement strategy of the design and implementation of mathematics review course teaching task.As for the characteristics of the teaching task of mathematics review course in junior high school,this paper divides the teaching task into four types according to its functions: introduction task,practice task,summary task and assignment task,and then studies from two aspects of the manifestation and cognitive level of different teaching tasks.First,from the aspect of the manifestation of teaching tasks,the research focus of different types of teaching tasks is slightly different.The first is about the quantitative characteristics of different types of teaching tasks.In the organization stage,the average number of introduction tasks,exercise tasks,summary tasks and assignment tasks is 1,3,1.5and 1 respectively;in the implementation stage,due to the unreasonable arrangement of task quantity,summary tasks and assignment tasks are often not completed on time.Secondly,it is about the characteristics of teaching subjectivity of introduction task and summary task.According to the research,in the process of the implementation of these two kinds of teaching tasks,teachers pay attention to the main position of students,and take the cultivation of students’ core literacy as the basic concept of teaching.Then it is about the number of problems and the characteristics of problem string structure in homework and practice tasks.In the two types of tasks,the number of problems arranged by teachers is generally small,and the structure of problem string is mainly progressive.Finally,it is about the characteristics of teaching methods.Teachers pay more attention to the interaction between teachers and students,and are good at various teaching media.Secondly,the research is carried out from the cognitive level of teaching tasks.The research framework of this paper is based on the research results of the cognitive level of teaching tasks in the University of Pittsburgh’s quasar project.It is found that,because more than half of the assignments are neither completely presented in the teaching plan nor implemented in the classroom,the cognitive level of the assignments is not analyzed.The cognitive level of the other three types of teaching tasks in the task organization stage is mainly “medium and high cognitive level”,and the cognitive level of the introduced tasks is well “maintained” in the implementation stage However,the cognitive level of practice task and summary task decreased in the process of implementation.In order to cultivate students’ core literacy,teachers should,under the guidance of the core literacy curriculum concept,scientifically and reasonably arrange mathematics teaching tasks according to the mathematics teaching content,combined with students’ existing knowledge experience,cognitive level and students’ learning interest.