| Linear equation with one unknown application problems are in the fourth section of the third chapter of the first volume of the seventh grade in PEP textbooks,this part of knowledge is a difficult point for teachers to teach and students to learn.The first semester of junior high school is a connecting point between primary school and junior high school,at this turning point,on the teaching of word problems of one-dimensional equation,the teacher's teaching method and the speed of the lecture are crucial,pay attention to the connection between the elementary and middle school equation word problems;Students should also change their learning methods and habits and adapt to the rhythm and mode of mathematics learning in junior high school as soon as possible.In addition,"Compulsory Education Mathematics Curriculum Standards(2011 Edition)"(hereinafter referred to as "Standards")pointed out,in the teaching of equation word problems,The teacher should not only let the students learn to find out the equivalence relationship from the practical problem and establish the equation,be able to solve the equation and check if the solution of the equation is true,and let students realize that mathematics is closely related to life."Standards" also emphasizes that after learning equation word problems,students can not only use it to solve practical problems,but also improve their modeling ability while analyzing problems and finding equivalence relations,cultivate their application consciousness and innovation consciousness,which will be very helpful for their future study.In this study,relevant literature was searched through CNKI,VIP,Wanfang database,etc,referred to the domestic and foreign research on junior middle school mathematics one-dimensional equation word problem teaching,using literature research,questionnaire survey method,test method,interview method,from the teachers' teaching and students' learning two angles,the Lhasa city junior high school mathematics linear equation with one unknown application problems among teaching present situation investigation and study.In this study,math teachers in junior middle schools and seventh graders in four urban middle schools(No.1Middle School,No.2 Middle School,No.3 Middle School and No.7 Middle School)in Lhasa City were selected as the research object,and the reliability of the questionnaire was analyzed with SPSS software.Through the processing and analysis of the questionnaire data,the following conclusions are drawn: Most teachers have a clear understanding of the teaching emphasis,teaching content,teaching objectives and the importance of equation in linear equation with one unknown application problems.But there are some problems:(1)Teachers lack effective methods of connecting equations word problems teaching in primary and secondary schools;(2)Some teachers lack effective evaluation of students' classroom performance;(3)Teachers do not arouse students' interest in solving word problems;(4)The student did not understand the meaning of the variables in the formula;(5)Students have difficulty finding equivalence relationships.In addition,the number of students who scored zero on the test paper was about the same as the number who scored full,at 6 percent each;The number of people who score from 1 to 10 is more,accounting for 34%,most of the fractions in this section can only do the simplest problem,as well as some of the components and equations of the problem;There were 265 students with scores of 30 or below,accounting for 74%,which indicated that most of the students did not grasp well the application problems of one-dimensional equations and were still quite difficult to solve.In view of the existing problems,the following suggestions are put forward:(1)On the connection between primary and secondary schools.First,let the students get in touch with the idea of algebra in advance;second,cultivate the students' ability to examine the subject;third,the teachers should teach step by step from the concrete to the abstract;fourth,the teachers should listen to the class more and evaluate the class more;fifth,strengthen the communication between primary and middle school teachers.(2)To make timely and effective evaluation of students' classroom performance,including: first,the teacher's evaluation should be developmental;second,the teacher's evaluation should be comprehensive.(3)Combination of a variety of methods to improve students' interest in learning,including: first,teachers should help students set up the correct learning goals;the second,teachers should help students form good learning habits;third,should pay attention to the language art of the lecturer,strengthen the guide idea;fourth,the teacher wants to do it according to their aptitude.(4)Do a lot of problems and understand what the variables are in the formula.(5)Learn how to find equivalence relationships. |
PDF Full Text Request