Research On Junior High School Mathematics Teaching Design Based On Immature Thinking

The deepening of the new curriculum reform and the continuous updating of educational concept have made great contributions to the development of mathematics education in China.However,due to various reasons,there are still some problems that urgently need effective measures to be taken by teachers to solve or improve in the junior middle school mathematics teaching process,such as the disconnection between students’ thinking is out of touch with teachers’ thinking,students’ low interest in learning and low classroom atmosphere,,teaching activities tend to be superficial and so on.Therefore,this study puts forward the teaching idea of childish thinking,and constructs the mathematics teaching design mode based on this idea,so as to guide the teaching design and classroom implementation of junior middle school teachers,and enrich the theoretical results of mathematics teaching design.In the actual teaching process,is it necessary to implement the teaching concept of immature thinking? How to apply the concept of childish thinking in junior high school mathematics teaching design? What kind of teaching effect does the implementation of mathematics classroom based on immature thinking have? Based on the analysis of the existing literature,this study systematically studies the above three problems through questionnaire survey,interview,case study and mathematical experiment,and obtains the following conclusions.First,through the investigation of junior middle school students’ mathematics learning,the results show that junior middle school students have some problems,such as improper learning attitude,low learning enthusiasm,and disconnection between teachers’ thinking and students’ thinking.Combined with the interview results of teachers,this paper demonstrates the importance of applying immature thinking concept in junior middle school mathematics teaching.Secondly,under the guidance of the zone of proximal development,student-centered education and other related theories,combined with relevant literature,this paper summarizes the teaching principles and Strategies of immature thinking.And on this basis,combined with the cognitive development rule of junior high school students,construct junior high school mathematics teaching mode based on immature thinking.The mode includes four stages: preparation,presupposition,teaching,construction,in-depth interpretation of teaching materials,teaching and learning Analysis of students’ learning situation and other ten links can provide guidance and help for teachers in teaching design.Third,take the real number teaching as an example,through the mathematical experiment method and questionnaire inquiry method to verify the effect of mathematics classroom teaching based on immature thinking.The results show that the experimental class students’ grasp of real numbers is significantly better than the control class,indicating that the junior middle school mathematics teaching design based on naive thinking plays an important role in helping students understand mathematics,increase their interest in learning,and improve their learning ability.