Research On Teaching Design Of "Mathematical Activities" Column In Junior Middle School Mathematics Textbook Of Suke Edition From The Perspective Of "Four Basics"

With the deepening of the new curriculum reform,the concept of "four bases" has been deeply rooted in the hearts of the people.It is more and more urgent to explore teaching practice based on the concept of "four bases"."Mathematical Activities" column is an important part of junior high school mathematics textbooks.It needs to be guided by the concept of "Four Basics".Therefore,it is of great theoretical and practical significance to explore the teaching design of "Mathematical Activities" column in junior high school mathematics textbooks from the perspective of "Four Basics".On the basis of defining the core concepts and theoretical basis,this paper makes a text analysis of the column "Mathematical Activities",and summarizes the characteristics of the column "Mathematical Activities" from the perspective of "Four Basics" : comprehensive basic knowledge of mathematics,comprehensive basic skills of mathematics,flexible mathematical thinking methods and rich experience of mathematical activities.This paper analyses the teaching status of "Mathematical Activities" by means of questionnaire survey.The survey shows that most teachers have a positive understanding of the "Mathematical Activities" column,but the actual development of the "Mathematical Activities" column in the Suke edition of mathematics textbooks is not good.Teachers’ difficulties in teaching "Mathematical Activities" come from the pressure of entering a higher school and the lack of reference books for teaching design.Based on the concept of "four bases" and the textual characteristics of "mathematical activities" as well as the current teaching situation,this study summarizes the principles and Strategies of the teaching design of "mathematical activities".Starting from several links of teaching design,the following strategies are explored: comprehensive and in-depth analysis of teaching materials;focusing on cognitive level and "four-basis" basic analysis of learning situation;taking into account both results and process analysis of teaching objectives;double analysis of teaching difficulties and difficulties;three-stage design of teaching process;allround teaching evaluation and reflection.