Research On The Practice Of Inducing Thinking And Exploring Teaching Method In Junior Middle School Mathematics Teaching

In 2021,the implementation of the "double reduction" policy is a major transformation of education.Its purpose is not only to reduce students' burden,but to make education focus on students' all-round development and core literacy,and to continuously improve the quality of education.Then,students' study time and investment are reduced.How can we ensure that students' study quality does not decline but rises?This requires us to focus on improving classroom teaching efficiency.Professor Zhang Xiong Fei's teaching method of "inducing thinking and exploring" can improve students' interest in learning,concentrate students' attention and participation in class,and guide students to learn how to learn and achieve all-round development.In this paper,through literature,questionnaire survey,interview and experimental research.The main content of the study is the implementation process of "thinking and inquiry" teaching method in junior middle school mathematics teaching,including three links: preparation before class,classroom display and consolidation after class;By using the teaching effect of this teaching method,the students' academic performance is tested after a semester of practice with the method of inducing thinking and inquiry,and the students' learning style,attitude and interest are investigated by questionnaire.Finally,through the statistical analysis of the test paper evaluation and questionnaire survey data,it shows that the method of inducing thinking and inquiry is an effective classroom teaching strategy,which is in line with the teaching ideas of the new era,can improve students' interest in learning mathematics,guide students to learn how to learn,and thus improve students' mathematics performance.Problems existing in the process of application and suggestions for implementation.The existing problems include that teachers need to devote more time to research and teaching;There are many difficulties in the transformation of "inducement" and "thinking";The rhythm in class is difficult to grasp;Students' mastery of knowledge is not systematic enough.Finally,some suggestions are put forward,such as improve their own quality in an all-round way;Make full preparation before class;Pay attention to information feedback in class;Timely reflection after class;Guide students to summarize chapters and other implementation suggestions.