Research On The Design And Implementation Of Junior Middle School Mathematics Teaching From The Perspective Of “Learning-centered”

In the Outline of the National Medium-and Long-term Education Reform and Development Plan(2010-2020),"Educating people as the foundation" is the basic requirement of education.When it comes to mathematics education and teaching,it is necessary to cultivate "Four Basics" and develop "Four Abilities" through effective teaching.Effective teaching is based on students' reasonable learning,the unity of students' learning and teachers' teaching."Learning-centered" is a concept based on this.However,the emphasis on teaching more important than learning and "teaching-centered" is still common in the current implementation of junior high school mathematics curriculum,which directly affects the effectiveness of teaching and the development of students.Therefore,it has obvious theoretical and practical significance to examine all aspects of mathematics teaching in junior middle school from the perspective of "learning-centered",and improve the design and implementation of junior middle school mathematics teaching for improving the quality of teaching and promoting the development of students' mathematics.Firstly,this paper uses the method of literature analysis to sort out and analyze the existing research results on "learning-centered" and mathematics teaching design,defines the concept of "learning-centered",and constructs the theoretical basis of the research.Secondly,with the help of literature analysis,this paper compiles a questionnaire from the perspective of "learning-centered",and investigates the current situation of junior high school mathematics teaching design and teaching implementation respectively.Based on the statistical analysis of the data obtained from the survey,this paper draws a conclusion that there exists the shortcomings of design and implementation of mathematics teaching from the perspective of "learning-centered".Next,based on the educational concept of "learning-centered" and the current situation of the design and implementation of mathematics teaching,this paper puts forward three principles of mathematics teaching design: the principle of stimulation,the principle of suitability and the principle of relevance,and constructs the basic process of mathematics teaching design: determining the content of teaching material analysis,the content of learning situation analysis,the outline of learning preparation,the goal of students' learning,and the determination of learning objectives Based on the principles and processes,a complete teaching design case is presented with the example of function.Then,in order to implement the design of mathematics teaching from the perspective of "learning-centered",this paper puts forward three principles of implementation: dynamic principle,subjective principle and immediate principle,and constructs the implementation process of mathematics teaching: exchange preview experience,adjust learning objectives,generate new knowledge,differentiate and consolidate application,summary and evaluation,reflection and extension.Finally,this paper uses the case analysis method to explain that the design and implementation of mathematics teaching from the perspective of "learning-centered" is feasible and effective,and also provides practical reference for the design and implementation.