A Study On The Changing Characteristics Of Junior Middle School Mathematics Classroom Teaching Tasks In The Past 20 Years Of Curriculum Reform

The eighth reform of basic education curriculum in our country started in 2001,and after more than 20 years,mathematics classroom teaching has experienced the development course from “double base” to “three dimensional goal”,and then “core literacy”.The change of teaching words shows the pace of the round of classroom teaching reform.As core literacy and basic education curriculum reform progress,teachers in the classroom design of teaching tasks is increasingly important,the International Congress on Mathematics Education(ICME),the University of Pittsburgh QUASAR research project,and others are emphasizing the importance of math teaching tasks.Meaningful and challenging math tasks can help students gain math knowledge and improve math thinking.Therefore,it is of great value and significance to observe and pay attention to this special period of change and summarize the changing characteristics of mathematics teaching task in the course of curriculum reform.In this paper,through the perspective of “classroom teaching tasks”,the author conducts a comparative study on the high quality middle school mathematics courses in the past 20 years,so as to explore the specific changes in the classroom teaching tasks caused by the curriculum reform.This study selected 18 videos of high quality junior middle school mathematics lessons from different parts of China during the three periods from 2001 to 2010,2011 to 2016 and 2017 to 2022,using literature research method,video analysis method and comparative analysis method.Firstly,mathematics teaching tasks are divided into four types according to their functions:introduction task,new teaching task,practice task and summary task.Then,the classroom teaching in different stages is compared.Firstly,it is necessary to compare the number of mathematical tasks in different stages,secondly,it is necessary to compare the cognitive level of mathematical tasks in different stages,and finally,it is necessary to compare the organizational ways of mathematical tasks in different stages.Through the analysis of 18 teaching videos,it is found that while maintaining the basic stability of middle school mathematics teaching tasks in the past 20 years,some theoretical advocacy direction has gradually changed,with the following characteristics: the cognitive level of tasks has been significantly improved,and more attention has been paid to the cultivation of students’ thinking and reasoning ability;Classroom teaching highlights the main body status of students;But from the overall point of view,the number of mathematics teaching tasks is too large,and the mathematics classroom teaching is still fast-paced.Through the further discussion of the research results,this paper puts forward some suggestions for junior middle school mathematics teaching in order to further promote the development of mathematics education: to improve the cognitive level of mathematical tasks;Enrich the expression forms of mathematical tasks;Create situational mathematical tasks;Design exploratory math tasks.This study summarizes the changing characteristics of middle school mathematics classroom teaching tasks in the past 20 years of curriculum reform,and puts forward effective suggestions on the design and implementation of middle school mathematics teaching tasks under the background of curriculum reform,thus enriching the relevant research on mathematics classroom teaching.