Case Study On Junior Middle School Mathematics Teaching Design And Practice From The Perspective Of "four Abilities

With the development of science and technology and the times,the demand for innovative talents is increasing.In order to adapt education level to social development and cultivate students’ innovative thinking,Curriculum Standards for Compulsory Education Mathematics(2011 edition)proposed for the first time to develop students’ "four abilities",that is,the ability to discover,propose,analyze and solve problems by using mathematical knowledge and methods.In the general goal of the newly revised Compulsory Education Mathematics Curriculum Standards(2022 edition),further emphasis is placed on cultivating students’ "four abilities".In order to achieve the goal of curriculum standard and cultivate innovative talents to adapt to social development,it is meaningful to carry out mathematics teaching from the perspective of "four abilities".Starting from the two questions of "how to design junior high school mathematics teaching from the perspective of ’four abilities’" and "How to develop the effect of mathematics classroom from the perspective of four abilities’",this research carries out theoretical and practical research on junior high school mathematics teaching from the perspective of "four abilities".First of all,the principle and process of middle school mathematics teaching design from the perspective of "four abilities" are constructed by combing the literature and theories related to "four abilities".Secondly,according to these principles and processes,four teaching cases are designed:congruent triangle,congruent triangle judgment,basic nature of fraction,fraction equation to solve practical problems.Finally,the four teaching design practice research,analysis of classroom teaching effect.This paper summarizes five basic links of junior middle school mathematics teaching design from the perspective of four abilities:creating situation-proposing problems-analyzing problems-solving problems-discovering and proposing new problems.This study analyzes the teaching implementation effect of instructional design cases through classroom notes,homework and individual interviews.The analysis found that each link of the teaching design case process was reasonably designed,and students could accept such design,and had positive feedback and emotional experience for the mathematics classroom from the perspective of "four abilities".The teaching case design of this paper promotes students’ ability to discover,propose,analyze and solve problems independently.Starting from classroom examples,this study has enriched the relevant research on mathematics teaching from the perspective of "four abilities" to a certain extent in the aspects of teaching design construction,practical teaching development and evaluation results.Junior high school teaching from the perspective of "four abilities" not only puts forward higher requirements for students,but also for teachers.Teachers need to change their educational philosophy,advocate students to learn to question and question,and integrate the habit of being good at summarizing into daily teaching,so that discovering,proposing,analyzing and solving problems go hand in hand.In addition,teachers also need to be prepared for the long term,so that it is possible to guide students’progress unconsciously.