A Study On The Influence Of Different Introduction Methods On The Learning Quality Of Mathematics Concepts Of Junior High School Student

Mathematical concepts are abstracted from the quantitative relations and spatial forms in the real world.Linear quation in one unknown as the most basic algebraic equation,students' understanding and grasping of it,is conducive to the subsequent learning.Taking linear eqation in one unknownas as an example,this paper studies the influence of different introduction methods on junior middle school students' mathematical concept learning,and designs three concept introduction methods to enrich the empirical research.The main research questions are as follows:(1)Whether there is significant difference in the impact of the three different concept introduction methods on the learning quality of the concept of linear equation in one unknown?(2)Whether there is a significant difference in the impact of three different concept introduction methods on the learning quality of linear equation in one unknown concept among students of different academic levels and between male and female students.Firstly,literature analysis method is adopted to sort out and analyze the requirements of the curriculum standard of linear eqation in one unknown,the arrangement of introducing different versions of textbooks,the viewpoints of scholars,the practices of front-line teachers,and design the introduction method of the concept of one-yuan one-yuan equation.Secondly,experimental method is adopted to carry out the experiment.Three parallel classes are respectively taught the concept of linear eqation in one unknown with the introduction design of comparison introduction,situation introduction and experiment introduction.Finally,statistical analysis is used to judge the influence of different introduction methods of linear eqation in one unknown on the learning quality of junior high school students' mathematical concepts.SPSS 25.0 was used to analyze the whole experimental data.The main research conclusions are as follows:(1)For middle level schools,the three concept introduction methods of comparison introduction,situation introduction and experiment introduction have significant difference on the quality of students' concept learning,and the difference effect is close to the middle effect.Moreover,the effect of experiment introduction teaching on the quality of students' concept learning is obviously better than that of comparison introduction and situation introduction teaching.(2)For middle level schools,there is no significant difference in the impact of concept learning quality between male and female students in the three concept introduction teaching methods of comparison introduction,situation introduction and experiment introduction.There is no significant difference in the effect of comparison introduction,situation introduction and experiment introduction on the quality of concept learning of high score students.There is a significant difference in the impact on the concept learning quality of the intermediate group of students,and the effect of the difference is a medium effect.There is a significant difference in the impact on the concept learning quality of low group students,and the difference effect is large.Moreover,for intermediate groups and low groups,the effect of experiment introduction teaching on the quality of students' concept learning is obviously better than that of comparison introduction and situation introduction teaching.Based on the whole research process and conclusions,the following suggestions are put forward:(1)explore the introduction of innovation and optimize the teaching process design;(2)Distinguish and compare introduced concepts,and analyze the essence of mathematical concepts;(3)Pay attention to the creation of real situations,the introduction of close contact with life;(4)Hands-on practice introduces concepts to cultivate students' awareness of inquiry.