Research On Teaching Design Of Mathematics Concept In Junior One To Cultivate Mathematics Abstraction Ability

The "High School Mathematics Curriculum Standard(2017)" puts the cultivation of mathematical abstract literacy in the first place.Later,Professor Shi Ningzhong proposed that cultivating junior high school students' sense of number and symbolism means cultivating their mathematical abstraction ability.The basic components of mathematics are abstract mathematical concepts.As the watershed between concrete image thinking and abstract logical thinking,the first stage of elementary school is the key to forming mathematical abstract ability.Therefore,it is very meaningful to cultivate the mathematics abstract ability of the students in junior high school.The research questions in this article are as follows:1.What is the overall current situation of the students' mathematical abstract ability in the first year of junior high school?2.What is the difference in the mathematical abstract ability among different groups of junior students?3.How should junior middle school mathematics teachers carry out conceptual teaching design to realize the cultivation of mathematical abstract thinking ability?This thesis conducts a questionnaire survey,teaching design research and teaching interviews on the basis of related literature research.Through the collection and sorting of literature materials,understand the current research status of mathematical abstraction,mathematical concepts and their teaching.Combining the "Curriculum Standards(2011)" and the Shanghai Teaching Edition,the first volume mathematics textbook,divides the mathematical abstract ability into three levels,two content dimensions and three target levels,and constructs the evaluation of the abstract thinking ability of the first grade students Test volume.The test object of this study is a junior high school student in a Pudong New Area,Shanghai.In order to understand the overall status,gender difference and class difference of the students' mathematical abstract thinking ability,we analyze and process the collected data with the help of SPSS software.We have drawn the following three conclusions:1.Most of the students' mathematical abstract ability is at level two,and a few are at level one or three;2.There is no significant difference in the level of mathematics abstraction ability of junior one students in terms of gender;3.There is a significant difference in the level of mathematical abstract ability between the experimental class and the ordinary class in the first grade of junior high school.And we put forward three suggestions for cultivating the mathematical abstract thinking ability:(1)Provide students with familiar situations;(2)Give students the opportunity to express concepts;(3)"Teaching according to class" is carried out in the "recent development zone".Based on the lesson of "The Meaning of Fractions" in Chapter 10 of Mathematics in the First Grade of the Shanghai Education Edition,it revolves around Mitchelmore's "Abstract Teaching Theory".From the four stages of "familiar situation-identification of similarity-integration of similarity-application and construction",the teaching design is carried out,and finally we provide conceptual teaching cases for the cultivation of mathematical abstraction ability.At the same time,we collect opinions on instructional design from relevant teachers through interviews.