Abstract: Starting from the best combination of students' active psychology and the practicality of mathematics, the junior middle school mathematics practice experiment is carried out. Junior high school offers mathematics practical activity classes to cultivate students' comprehensive practical ability through simulated practice, applied practice and comprehensive practice. Then encourage students to learn through first-hand practice and develop through independent exploration.
Keywords: practical activities; Imitation exercises; Applied practice; Comprehensive practice
[Abstract] Junior high school mathematics practical activity experiment strives to start from the best combination of students' positive psychology and mathematics subject practicality, and set up mathematics practical activity class in junior high school, and arrange a section every week to carry out comprehensive practical teaching from simulation practice, applied practice to comprehensive practice, so that students can experience and develop independently.
[Keywords:] practical activities; Simulation exercises; Applied practice; Comprehensive practice
Modern education emphasizes that education should be linked with life practice, cultivate people with social practical ability and reflect the value of education. Therefore, education must change the tendency of paying too much attention to knowledge transmission and emphasize the cultivation of students' learning ability; Pay attention to cultivating students' practical ability, and regard practical ability as an important embodiment of students' quality. Junior high school mathematics practice is to organize students to carry out practical experience activities around the proposal and solution of topics (or problems and topics); It is an open teaching method to acquire knowledge and develop ability through students' personal practice, active inquiry and independent learning.
First, the design and implementation of the experimental scheme
1. experimental preparation for comparison, a pre-test was conducted, as shown in table 1 ~ 3.
It can be seen that there is no significant difference between the experimental class and the control class.
2. Experimental Scheme Design (1) In the first semester of grade six, the students in the experimental class are divided into six groups to carry out simulated practical research, so as to strive for some small practical achievements and let the excellent experimental groups report and display the achievements, further cultivate students' interest in practical activities and create a warm practical atmosphere. (2) From the second semester of grade six to the first semester of grade seven, students in the experimental class are required to apply what they have learned to practical research, improve their ability to solve simple practical problems, and let students experience the practical application value of mathematics. Junior high school mathematics thesis model essay (3) from the first semester of grade seven, students are required to apply what they have learned and conduct comprehensive practical research to truly solve practical problems in real life, so that students can truly experience the value of mathematics and develop their comprehensive practical ability and innovative ability.
3. Specific implementation of the experimental scheme (1) Selection of experimental classes One class in the same grade is selected as the experimental class and the other class as the control class. In the teaching of the experimental class, a math practical activity class is arranged every week, and in the normal knowledge teaching, the teaching of math practical activities is also paid due attention. The control class is taught according to the general teaching plan of full-time middle schools. (2) The teachers and textbooks of the two classes are taught by the same teacher, and the teaching content is the textbook of nine-year compulsory education. The teaching materials of practical activities are compiled by teachers according to the teaching content, and the total class hours are the same. (3) The experimental method is as follows. (4) The experimental research flow is shown in the following figure.
4. Experimental flow (1) Simulation exercise The sixth grade is the transitional stage for primary school students to enter middle school. Primary school students enter the middle school with initiative and novelty, and carry out mathematical practice activities among students, which can fully display their lively personality and sensitivity to new things, and can fully cultivate their innovative thinking and creativity. In this regard, we will start from the sixth grade students to carry out simulation exercises and choose practical activities from the students' existing mathematical knowledge. For example, after learning the linear equation of one yuan, the practice of calculating bank deposit interest and interest tax is carried out. Activity flow: ① Learn about the role of interest tax and the calculation method of interest through the study of deposit interest and interest tax; (2) Designing a reasonable deposit method for the family's surplus money; ③ Simulate bank staff and depositors, and practice the working methods of deposit and withdrawal. Another example is the design of car rental scheme: our sixth-grade students are going for a spring outing. Different travel agencies have different car rental prices, different numbers and prices of carts and cars, and different preferential schemes. Please design the best car rental scheme for the school through calculation. Activity flow: ① The teacher introduces the rental prices of different travel agencies, the number and price of carts and cars, and preferential schemes; ② Students make theoretical calculations; ③ Discussion and communication; ④ Determine the best scheme. (2) After students have preliminary practical experience, they will introduce theoretical knowledge and some practical articles about practical activities for students to learn and experience. On this basis, they will put forward some simple and real mathematical problems in real life for students to practice and explore. For example, after learning triangles, students are required to design a scheme-measuring the width of rivers and the height of trees. Practice process: ① theoretical design; ② Carry out field measurement (adjust the design scheme according to the actual situation); (3) writing an internship report; ④ Exchange practical experience. (3) Comprehensive practical students begin to cultivate their comprehensive practical ability after they have the preliminary practical ability. Firstly, introduce students to the basic knowledge such as research methods, research process, investigation scheme design and summary report writing. Then teachers and students jointly choose suitable topics (with comprehensive practicality) for students to carry out comprehensive practice, from which teachers can give necessary hints and guidance. For example, some students in the experimental class found that they kept rinsing water when washing clothes, which was a great waste of water, so he put forward the topic of "thinking about washing water". The practical process of how to write junior high school mathematics test papers: ① observation and thinking; ② Hands-on practice; ③ Analysis and calculation; ④ communication and comparison; ⑤ Evaluation and summary; ⑥ Write a report. Another example is that some students in the experimental class are seriously blocked by traffic lights on the national highway in the urban area of our city, and the topic "Investigation on traffic jam in the traffic light setting area of Cixi section of National Highway 329" is put forward. In practice, a series of activities such as designing investigation scheme, investigation and interview, data analysis and theoretical test have been carried out. (model essay. )
5. Several principles that should be followed in the experiment process: the principle of step by step. In the process of experiment implementation, teachers must follow the principle of step by step to avoid jumping forward; The practical activities of design should also be divided into levels, so that students can feel that they have the ability to do it, but they have to make their own efforts. Principles of Practical Activities When designing practical activities, teachers should fully open up the space, contents and methods of teaching activities, so that students can experience, discover and develop mathematics by themselves in completely independent activities. The practice of cooperative practice principle is based on students' autonomy and cooperative activities. Therefore, in the process of activities, teachers should actively organize students to discuss, explore and practice together, so that students can deeply understand the importance of cooperation and cultivate their awareness and ability of cooperation. Principle of Subjective Participation Teachers should take students as the real subject of learning, the starting point and destination of all teaching, carefully select and design practical activities for students' all-round development and personality development, and at the same time let students choose, design and solve various problems with teachers in the process of activities, so that students can actively participate in practical activities as masters. The principle of equality between teachers and students In practice, teachers no longer teach students the pre-organized knowledge system as the authority of knowledge, but jointly carry out practical activities with students and establish cooperative partnerships in the process of activities. Teachers only give guidance and help to students when they encounter difficulties, without too much intervention, giving students room to fully exercise and show their talents.
Second, the experimental results
& lt/P & gt；
After a year and a half of research and practice, this experiment has achieved certain results. In the aspect of mathematical practical ability, the comparison of students' mathematical practical ability between experimental class and control class is shown in Table 4.
As can be seen from Table 4, the practical awareness and cooperation awareness of the experimental class have been significantly enhanced, and the ability to ask and solve problems has been significantly improved. After a year and a half of teaching experiments, the comparison of mathematics learning ability between the experimental class and the control class is shown in Table 5.
As can be seen from Table 5, the students' interest in mathematics learning in the experimental class has been improved to a certain extent, and the growth of questioning, self-study ability and inquiry consciousness is obvious. Math scores: The math scores of the experimental class and the control class for one and a half years are shown in Table 6.
Table 6 shows that the academic performance of the students in the experimental class has also improved to some extent. It can be seen from the development that with the extension of practical activities, the advantages of academic performance will become more obvious. Judging from the award-winning situation, in the two school application problem competitions, the students in the first experimental class won the first, third and fourth place, and the students in the control class won the second and fifth place; The students in the second experimental class won the first, second, third and fifth places, and the students in the control class won the fourth place. The practical experience article "My Experience of Mathematics" of junior high school students in the experimental class of mathematics paper was published in the magazine "Mathematics for Middle School Students", and the comprehensive practical article "Investigation on Traffic Congestion in the Traffic Light Setting Area of Cixi Section of National Highway 329" was exchanged in Cixi and Ningbo Science and Technology Forum for primary and middle school students and won the second prize in Cixi City. The experimental results show that the students' awareness and ability of mathematical practice in the experimental class are obviously higher than those in the control class. The mathematics learning interest and learning ability caused by this is also significantly higher than that of the control class; The conversion rate of poor students and the improvement rate of excellent students are significantly higher than those of the control class. In a word, through one and a half years' practice experiments, it fully shows that offering practice classes in junior high schools can fully stimulate students' interest in learning mathematics, improve their enthusiasm for learning mathematics, and lay a solid psychological foundation for mathematics learning. In addition, junior high school students have a certain knowledge base and practical ability. As long as teachers carefully guide and stimulate students' curiosity to explore practice, they can stimulate students' infinite creativity, students can create works that surprise teachers, and students' comprehensive practical ability and creative ability can be developed to the greatest extent.
refer to
It should be very high. Www.5 1lunwen/czsxjx/ research course [M]. Tianjin: Tianjin Education Press, 200 1.