Investigation On Precision Teaching In Mathematics Under The Background Of Informatization Of Middle School Education

The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)proposes that the integration of information technology and mathematics teaching should be paid attention to in teaching,as well as the role of big data and artificial intelligence in promoting the reform of mathematics teaching,so as to improve teaching methods and promote the transformation of students’ learning styles.The blessing of information technology helps mathematics teachers understand the difference of students quickly,for teachers to carry out personalized teaching,and realize dynamic mathematics learning evaluation,so that all students can truly become the main body of learning.However,how mathematics teachers can better carry out personalized teaching in the class teaching mode so that each student can learn is a major problem we face.The use of information technology to carry out precision teaching reform can help resolve the contradiction effectively between large-scale and personalized teaching needs under the class teaching system.Therefore,this study will investigate the current situation of precision teaching of mathematics in junior high schools under the background of informatization of middle school education in Changji,Xinjiang,so as to obtain front-line teaching information and provide suggestions for the promotion of further precision teaching.Based on relevant literature,the specific research questions are as follows:(1)What is the current situation of the development of education informatization in Changji?(2)How is precision teaching carried out in mathematics teaching in junior high schools in Changji?(3)What are the difficulties in carrying out precision teaching of junior high school mathematics in Changji? In view of the above problems,firstly,310 students were studied through questionnaire survey to understand the information teaching ability,the use of information means,and the implementation status of precision teaching of middle school mathematics teachers under the background of education informatization,and understand the students’ attitudes towards information teaching and precision teaching.Teachers were also surveyed.Secondly,through the interview method,in-depth interviews were conducted with junior high school mathematics teachers to understand the problems and difficulties encountered by junior high school mathematics teachers in carrying out accurate teaching.Finally,on the basis of questionnaire surveys and interviews,the existing problems of informatization to help the implementation of precision teaching of mathematics in junior high schools are found,and the relevant problems are analyzed to understand the causes of them,and finally reasonable and feasible teaching suggestions are put forward.The survey results show that the current penetration rate of information software in Xinjiang is not high,the online teaching resources are not comprehensive,and the level of teacher informatization is not high.The construction of an informatized teaching environment in Xinjiang and teachers’ attitude towards informatized teaching software need to be improved.For the implementation of precision teaching,mathematics teachers in Xinjiang can basically diagnose students’ learning conditions before class,formulate teaching goals according to learning conditions,and select appropriate teaching content according to teaching objectives.Information technology can basically be used to intervene in students,but the development of each link in the above mathematics teaching is not proficient,the implementation is not comprehensive,and some teachers do not have a systematic understanding of precision teaching,and do not know what precision teaching is.In the teaching of mathematics in junior high school,there are problems such as incomplete pre-class teachers’ pre-class learning situation diagnosis,unlayered goal setting,and insufficient personalized tutoring after class.In view of the above problems,the following suggestions are made:(1)Strengthen the diagnosis of pre-class learning situation;(2)Use information technology to optimize instructional design;(3)Pay attention to students’ movements in a timely manner;(4)Strengthen classroom teaching feedback;(5)Pay attention to after-class evaluation;(6)After-school tutoring.