Research On Teaching Practice Of Task-driven Mathematics PAD Class In Junior Middle School

With the deepening of the education reform,the country pays more and more attention to the classroom reform.In this context,the PAD Class teaching model for China has been paid close attention to and recognized by institutions of higher learning and other basic education practitioners throughout China.The teaching process is divided into three distinct links for the divided classroom teaching modes,which are:teaching,internalization,absorption and discussion.One of the most prominent characteristics is to completely separate the teaching and discussion,and then introduce the internalized absorption link into the middle.The internalization and absorption link,in the middle of the two links,is completed by the students independently,mainly through independent thinking and independent exploration.This study applies the task-driven teaching method to the internalization and absorption links,and helps students to know the further expansion and deepening of knowledge,so that cultivating students’ ability of solving problems problem,the ability of innovationand and the ability of independent learning.In order to study the implementation of the teaching mode,two parallel classes were selected from the third grade of the middle school,with Grade three(7)as the experimental class,and Grade three(8)as the control class,implementing a three-month teaching experiment.The experimental class implements a new teaching model,and controls the traditional teaching model that has been used before the implementation of the class.The literature,experiment,questionnaire survey and classroom observation methods are mainly adopted.The experimental data is then collected and analyzed with the SPSS 19.0 software.The is found that the performance of the experimental class has been improved under the implementation of the teaching mode.In the internalization and absorption of the PAD Class teaching model,task-driven teaching method can be run through mathematics to help students better conduct self-digestion and improve the quality of classroom discussion.At the same time,discussion and communication can allow students to share their achievements and ideas,have their understanding of problems more profound,help to realize students’initiative and personalized development,and besides,students and teachers can also promote reflection and improvement through sharing and criticism.In addition,in the process of implementation,there are also a small number of students with a low cooperation degree,such as homework,discussion and other links are not positive enough,or even perfunctory.In the early stage of implementation,students can be encouraged through various methods such as incentives,but in the end,only by making students have a sense of achievement or making progress in a certain aspect,can they fundamentally improve their executive power.