Research On The Teaching Practice Of The Final Problem Of Mathematics In Junior Middle School

As the most differentiated topic in junior middle school mathematics,the final topic not only collects the basic knowledge and skills of mathematics in every grade of junior middle school,but also integrates such thinking methods as classification discussion,reduction,combination of numbers and shapes,modeling,etc.,it is a comprehensive examination of students' abilities of composition,expression,operation,strain,reasoning,innovation and solving doubts,and plays an important role in training students' thinking quality,is to train a strong character of the indispensable level of talent.However,junior high school students are very nervous about the final topic,and the teaching materials do not provide a specific class hour for the final topic,nor do they have a complete teaching strategy to guide classroom teaching,and they rely more on every test and topic,therefore,it is urgent to explore,formulate,implement and verify the teaching practice related to the last topic,which has become the key problem in the first-line teaching of junior middle school.Taking the 2015-2019 Henan Middle School entrance examination questions as the reference object,this paper classifies and summarizes the final questions,makes clear the stability of the final questions,and points out the position of the final questions,as well as covering the two major fields of geometry synthesis and quadratic function synthesis,and detailed list of the knowledge of the plate branch.In order to get a comprehensive and true understanding of the students' habits,strategies,difficulties,misunderstandings and deficiencies in solving the final problem,a questionnaire was set up and an investigation was carried out from the perspectives of students' psychology towards the final problem,strategies for solving the final problem,strategies for listening and speaking in class,and input after class,with the help of interviews with teachers to complement and seek the best teaching strategy.Supported by the theory of Constructivism,follow the teaching progress of the ninth grade,set up the last topic,with the premise of cultivating students' little habits,guide students to participate in the classroom,realize good thinking by thinking more,and divide time to relieve the pressure of the last topic,the internal driving force of stimulating students to study the last topic.The author firmly believes that the final solution is not achieved overnight,to bear the trial,dare to ask,repeated deliberation,and continue to consolidate.So add open-ended homework to the final project,let students find two final projects related to the project to practice,the goal is to achieve true internalization,thorough absorption,improve the ability of thinking,transfer.Based on the concrete data of the experimental class and the reference class in the examination,this paper quantitatively verifies the effectiveness of setting up the final topic in advance,and proves that the assumption of using the practice topic in peacetime has a positive effect on the students' efficient decompression of the final topic,in this paper,we put forward four effective suggestions for the final topic teaching: to grasp the normal,good habits;to practice ahead of time,to ease the pressure;to set special topics,to strengthen;to form a group,to supervise each other.