Research On The Construction Of The Evaluation Index System Of Teaching Design For The Difficult Teaching Of Mathematics Concept Course In Junior High School

The"Compulsory Education Curriculum Standard(2011 Edition)"defines mathematics curriculum at the current stage as enabling students to master necessary basic knowledge and basic skills,cultivate students'abstract thinking and reasoning ability,cultivate students'innovative consciousness and practical ability.In addition,it promotes students'development in emotion,attitude,and values and lay a foundation for students'future lives,work,and study.Therefore,in junior high school mathematics learning,students will grasp the most basic mathematics curriculum structure.In addition,teachers should grasp the key and difficult points of teaching in the teaching process.The junior high school stage is the critical period for developing students'mathematical abstract logical thinking.The mathematical concept course is a vital course type to develop students'mathematical abstraction,logical reasoning and other mathematical literacy.Therefore,in mathematical concept teaching,if we want to achieve a good teaching effect,we must grasp the key points of teaching.Suppose everyone wants to get different degrees of development.Teachers should teach students following their aptitude and break through the difficulties that students need to understand in learning.There is no evaluation index system focusing on junior high school mathematics concept course teaching difficulty design.It is essential to develop a targeted evaluation index system for mathematics teachers'teaching difficulty design and guide the teaching of concept course.The core research question is:what is the reasonable evaluation index system of teaching design for the complex teaching of junior high school mathematics concept course,and what is the evaluation model of the system?In order to develop the teaching design evaluation index system and evaluation model aiming at the teaching difficulties of junior middle school mathematics concept course,this paper firstly uses the literature analysis method to sort out the existing related theories and studies and obtains the theoretical and structural basis of the evaluation index system.Secondly,considering the textual characteristics of teaching difficulties samples,combined with experts'suggestions,nvivo11 qualitative analysis software is used to analyze the quality of teaching design.Second,by soliciting expert opinions,this paper adopts the Delphi method to modify and improve the evaluation index system and evaluation criteria to ensure the expert effectiveness of the evaluation index system.Secondly,by calculating and determining the weight of the evaluation index,an evaluation model is formed.Finally,to improve the effectiveness and reliability of the system,a set of reasonable and scientific evaluation index systems for the teaching difficulties of junior middle school mathematics concept class is formed.Research conclusions:(1)There are three first-level indicators and nine second-level indicators(including three curriculum factors,three teacher factors and three student factors)in the Evaluation Index System of Teaching Design for Difficult Teaching of Middle School Mathematics Concept Course,among which nine second-level indicators correspond to 9 evaluation criteria.The evaluation index system has good content validity,reliability,validity and reliability.It can be used as an evaluation tool to evaluate the problematic teaching design of mathematics concept course in junior middle school.(2)The teaching design evaluation model for teaching difficulties in junior middle school mathematics concept course can be expressed by a mathematical formula(S represents the total score,and up to the score of each secondary index):I=0.079T₁+0.063T₂+0.093T₃+0.186T₄+0.149T₅+0.105T₆+0.109T₇+0.105T₈+0.111T₉The evaluation index system of the teaching design of the problematic teaching concepts in junior middle school mathematics suggests that the teaching design of the problematic teaching should focus on achieving and implementing the requirements of the teaching goal for this class.In the teaching process,we should analyze the connotation and denotation of the concept,guide the students to grasp the essence of the concept and learn to solve practical problems.The teaching of the problematic points should explain the thinking methods embodied in the teaching concepts.Teachers should use relevant subject knowledge to break through teaching difficulties,analyze the position and function of concepts in textbooks and units,and embody the unit teaching method.In addition,teachers should make reasonable use of teaching methods.The design of the problematic points should pay attention to the cognitive needs,constructing with the original knowledge system as the framework,analyzing the ideological basis of students according to their existing knowledge base and learning experience.Finally,teachers should guide students to accept new thinking methods and teach according to the accumulated experience of students.