Research On The Application Of Efficient "6+1" Classroom Teaching Mode In Mathematics Teaching In Weak Senior Middle Schools

"General High School Mathematics Curriculum Standards(2017 Edition 2020Revision)" pointed out that general high school mathematics curriculum teaching should be for all students,based on student development;should be taught in accordance with their aptitude,so that every student can get a good mathematics education,so that they can Has been developed to varying degrees.At the same time,the curriculum standard also emphasizes that high school mathematics teachers should actively explore new teaching models and methods,make full use of modern teaching methods,and teach students how to learn as the focus of teaching.In the teaching process,mathematics teachers should focus on guiding students to complete knowledge construction through independent learning methods such as literature reading,independent thinking,practical operation,cooperative communication,etc.,and encourage students to dare to question,be good at thinking,and grasp the essence of knowledge through understanding.Driven by the country's policy of vigorously developing education,the conditions for running weak high schools have been greatly improved in terms of hardware,but there is still a lot of room for improvement in the quality of teaching.In particular,whether mathematics teachers in weak high schools can stimulate students' interest in learning mathematics through changes in teaching modes and teaching methods,thereby improving the quality of mathematics education and teaching,which is a major issue that needs to be solved urgently in the subject of mathematics in weak high schools.It is also the focus of this research.When our school vigorously promoted the efficient "6+1" classroom model,by consulting the literature,the author learned about the background,connotation,characteristics and implementation details of each link of the efficient "6+1" classroom model.Combining with the actual situation of weak high schools in our school,the author introduces this model into high school mathematics teaching,in order to change the boring and low-efficiency teaching status in mathematics classrooms.Around this purpose,the author raises the following three questions:Does the efficient "6+1" classroom teaching model fit the school's weak high school academic conditions? How should this classroom model be implemented in mathematics classrooms? What are the shortcomings in the application of the new classroom model? In order to solve these three problems,the author conducts a series of studies,specifically divided into the following three aspects:In the first aspect,in order to test the actual application effect of the "6+1" model in weak high school mathematics teaching,the author conducted experimental research in two parallel classes that he taught.During the experiment,the author strictly followed the "6+1" classroom model to teach in the experimental class,and continued the traditional classroom model in the control class.In order to reduce the interference of irrelevant variables,the experiment adheres to the principles of confidentiality throughout the experiment,consistent course content,and unified teaching schedule.After the experiment is completed,the author analyzes the results of the experiment from the two dimensions of students' mathematics test scores and mathematics learning perspectives,and concludes that the "6+1" classroom teaching model can improve both mathematics learning performance and mathematics learning interest of weak school students.Has a good practical effect.Secondly,in order to solve the problem of how to implement the "6+1" classroom model in mathematics classrooms,the author divides high school mathematics courses into three types: concept courses,modeling courses,and exercises.On the basis of analysis,three types of curriculum cases are carefully designed according to different curriculum types,and strive to show in detail the various links and implementation essentials of using the "6+1" classroom model in mathematics teaching,which is an important part of this model in weak high school mathematics teaching.The application provides reference cases.In the third aspect,in order to explore the shortcomings of the "6+1" classroom model in the actual application process,the author conducted an investigation on the experimental class.The survey adopts a questionnaire method,mainly from the two dimensions of the use of the "guided study case" and the application status of the "6+1" classroom model.Through statistical analysis of the survey results,we find out the problems and shortcomings of the efficient "6+1" classroom model in the application of weak high school mathematics teaching,and propose corresponding optimization strategies.This research has certain theoretical and practical value,and can provide reference for the application of the "6+1" classroom teaching model in the weak high school mathematics teaching.