On Teaching Strategies And Implementation Of Competency-Oriented Mathematics Comprehensive And Practice In Junior High School

The curriculum content stipulated in the "Mathematics Curriculum Standards for Compulsory Education" consists of four areas: number and algebra,graphics and geometry,statistics and probability,and comprehensive and practice.Comprehensive and practice can cultivate new talents of the times and develop students’ competencies.However,in the teaching process,there are problems such as closed activity forms,low student participation,and low comprehensiveness.In this paper,the literature research method is used to study the relevant theories of comprehensive and practical teaching.On the theoretical basis,combined with the teaching design example,put forward the teaching strategy of competency-oriented mathematics comprehensive and practical course in junior high school.By consulting relevant literature,I studied the teaching research on comprehensive and practice,defined the concepts of competency,comprehensive and practice,teaching strategies,and determined the theory.The teaching strategies explored in this paper mainly include project selection strategy,activity design strategy,teacher guidance strategy and activity evaluation strategy.Through exploration,it is found that:(1)The selection of projects needs to comply with the principles of authenticity,openness and interdisciplinary.Through solving practical problems,mobilize students’ comprehensive ability.(2)The curriculum design should take students as the main body and focus on core competencies.Allow students to ask different questions and give multiple hypotheses.The number of cooperation groups should be appropriate,the composition of personnel should be differentiated,and the division of tasks should be clear and specific.(3)Teachers should pay attention to consulting and collecting relevant information on the problem in the early stage of the activity.In the process of activities,teachers can inspire students with question strings,which can improve students’ participation.Teachers give timely and appropriate guidance to students,which can promote the development of activities.Teachers cooperate with teachers of different disciplines to train and guide students,which can improve students’ ability to comprehensively use knowledge to solve problems.(4)The diversity of evaluation methods and evaluation subjects can mobilize students’ abilities of analysis,evaluation and creation.Different types of comprehensive and practical courses have different design of teaching activities.Combined with specific teaching design examples,this paper analyzes and explores the design strategies of three types of comprehensive and practical courses,including mathematical modeling,survey statistics,and reasoning,and determines the basic modes of the three courses.Mathematical modeling includes the steps of asking questions according to the actual situation,finding the core determinants,assuming models,comparing the advantages and disadvantages of models,determining models,testing models,promoting and applying models,and communicating and displaying.Statistical surveys include identifying survey questions,collecting data,organizing and presenting data,processing and analyzing data,and forecasting and making decisions.Reasoning includes the specialization of general problems,induction and abstraction,finding laws,proving laws and generalizing problems.