Writing the teaching thesis of middle school mathematics education is an effective way for teachers to discuss the problems of middle school mathematics teaching, summarize the practical experience of teaching and research, and obtain theoretical support. It is also the only way for teachers to improve their own quality and promote professional development.

In the usual educational and teaching research activities, if the educational and teaching methods you adopt are better than the original educational and teaching methods, and even put forward new opinions on a certain teaching material and content, this means reform and innovation, and write these "breakthroughs" and "innovations", which is an educational and teaching paper.

Format of Teaching Papers in Mathematics Education

1. Title: Words should be accurate, appropriate, vivid and concise, and easy to read, remember and extract.

2. Author's name and unit: the signature is generally placed under the title, and the name and postal code of the author's work unit are attached.

3. Abstract: It is a short statement that accurately summarizes the contents of the paper, without comments or annotations. Generally, it includes the significance, purpose, methods, achievements and conclusions of the research. Abstract should be independent, concise and fascinating, generally not exceeding 300 words.

4. Keywords: refers to the keywords in the paper, usually extracted from the title, abstract and text of the paper, which are words with practical significance to express the theme of the paper, generally 3-8 words are appropriate.

5. Preface: It generally includes the background and starting point of the research topic, the research methods, the process and the value of the results.

6. Text: This is the main body and core of the paper, where the arguments, arguments and arguments of the paper are expounded, reflecting the quality and academic level of the paper. Words should be clear in concept, clear in argument, rigorous in argument, sufficient in argument, accurate in data, clear in hierarchy, scientific and rigorous, clear in organization, easy to understand and concise.

7. Conclusion: On the basis of theoretical analysis and experimental demonstration, the research results and value of the subject are summarized, and the limitations of the results and unsolved problems are also explained.

8. References: Generally speaking, it refers to the documents published in official publications or publicly published books, and refers to the relevant books and materials cited for writing and editing works.

Author's brief introduction: author's resume and main academic works.

Basic requirements for writing educational and teaching papers

1. scientific: knowledge, methods and truth should be correct;

2. Authenticity: I have personally experienced and thought about it;

3. pertinence: aiming at the current main problems and urgent problems;

4. Stereotype: methodical, thoughtful and consistent;

5. Innovation: innovation, unconventional.

First, based on students, study learning methods and gradually improve the writing level.

In the initial stage of thesis writing, we should learn to carry out the research work of problem-solving teaching from the students' point of view, pay attention to the research of multi-solution, variety and multi-purpose, pay attention to the analysis, induction and refinement of typical mistakes among students, study the guidance of students' learning methods, highlight the summary of problem-solving laws, and then find and accumulate materials from these aspects to write a thesis, which is low in starting point and difficulty, and is conducive to improving the writing level.

1. Find the theme from the research of solving problems.

How to solve a variety of problems, give full play to the maximum role of each topic, solve a class of problems through one topic, get a method, and improve various abilities. Through such research, a person's teaching ability will be improved quickly, and it is a good subject to sort out the contents of these studies.

2. Find the theme from the wrong solution induction.

In students' problem solving, mistakes are common and normal, and there are many reasons for them, both knowledge-based errors and non-knowledge-based errors. Therefore, in teaching, we should not only pay attention to checking and filling gaps, but also pay attention to reflecting on non-knowledge problems, find out the root of the problems and prevent such problems from happening again. So as to effectively improve students' problem-solving ability and thinking level. By enumerating, analyzing and summarizing the common mistakes of candidates in solving problems (especially in the senior high school entrance examination), analyzing the reasons and pointing out the corresponding countermeasures, many papers can be written.

3. Find the theme from the guidance of learning the law

Many students find it difficult to learn mathematics and find a breakthrough in solving related problems. Only when others find out can the problem be solved. Therefore, we should help students summarize the methods of learning mathematics by analyzing typical problems and combining the extension of the problems, thus effectively embodying the educational function of mathematics teaching.

4. Find the theme from the summary law

In the usual teaching process, we should pay attention to helping students accumulate experience in solving problems and sum up the laws of solving problems, so that when students encounter new problems, they will link the known conditions with the existing experience and common laws of solving problems, and their ability to solve problems will be greatly improved, which also provides us with a lot of materials for writing articles.

Second, based on teaching methods, strengthen learning and constantly enhance the internal strength of research and writing.

The writing process of the teaching thesis of mathematics education is the continuation of the teaching research of mathematics education, and it is usually necessary to raise the analytical research to the theoretical level. Therefore, we must strengthen our study, pay attention to hot spots, attach importance to reflection and enhance our internal strength.

1. Looking for the theme from the hot spots of education reform

2. Choose a theme from the learning materials

Curriculum standards are the basis for the compilation of new textbooks, classroom teaching and the proposition of senior high school entrance examination, and are the guiding documents for teachers to design teaching and write examination papers. Therefore, we must strengthen the high-quality dialogue with the new curriculum standards.

Textbook is the text of dialogue, the topic and basis of students' learning activities, and the main basis for teachers to conduct teaching research and write papers.

-understand the teaching materials thoroughly. Only by understanding the teaching materials thoroughly can we have the ability to control the teaching materials.

(1) It is necessary to clarify the thinking of compiling textbooks from a macro perspective: how to "spiral" compile textbooks according to the cognitive ability and psychological development law of different students, so as to be far-sighted, look at the overall situation, not make a fuss about details, and truly grasp the textbooks as a whole;

(2) We should scrutinize the details of the textbook from a micro perspective: think about what is written in the textbook. What are the knowledge points? On what basis did it develop? How to prepare for later knowledge learning? What is the focus of this lesson? What is difficult for students to understand? What are the difficulties in teaching? Wait a minute. Only by accurately grasping the knowledge points, growing points, important and difficult points of the textbook can teaching suit the remedy to the case and be targeted.

-Use of teaching materials

Although the textbook stipulates what to teach, how to teach and what materials to use, examples and examples are the teacher's own business. The same content, different versions of teaching materials have different presentation methods. Which presentation mode is better and which presentation mode is more in line with the dynamic process of students' acceptance of knowledge requires teachers to choose, re-process and re-create.

-Beyond textbooks

Textbooks are teaching clues, teaching themes and teaching cases, and teachers can combine them according to teaching practice: What are the benefits of the situation created by textbooks to help students learn? Unique perspective? Can you replace it with a better situation? What learning clues does the textbook provide? Why should the process of knowledge formation be designed like this? Is it reasonable? Is there a more reasonable plan? What is the function of each example and exercise? Is it in line with the reality of the students in this class? Is there a more suitable example exercise instead? Wait a minute.

3. Choose the theme from the teaching practice

It is not only feasible but also necessary for us teachers who are in the front line to choose the problems in education and teaching practice as the topics of the thesis, because we teachers must think about all kinds of problems encountered in education and teaching and make our own answers. If teachers want to teach books well, they should be good at summing up the experience in education and teaching practice, and record, study and summarize their own experiences, discoveries and understandings in education and teaching practice in time. Only in this way can we constantly improve ourselves and teach books well, and what we study and summarize, if formed into written materials, may be a good teaching and research paper.

For example, how to do a good job in the general review of junior high school mathematics is a problem that everyone should consider, and with the reform of the senior high school entrance examination proposition, the general review must also keep pace with the times. In order to solve this problem, we should carry out teaching research continuously, sum up the research experience in time and write teaching papers.

Another example is the infiltration of mathematical thinking methods, which is an important part of the basic knowledge of mathematics. There is no special chapter in the textbook to introduce it, but it is carried out together with the study of basic knowledge. Therefore, we must pay attention to the summary and refinement of common mathematical thinking methods in teaching, which is the essence of mathematics and the guiding ideology for solving problems, and can benefit people for life.

Mathematical thinking methods commonly used in junior high schools can be divided into two categories:

One is some important mathematical thinking methods, such as equation thinking, number-shape combination thinking, classified thinking, holistic thinking, functional thinking, transformation thinking, sample estimation holistic thinking, inductive thinking, analogy thinking, method of substitution, collocation method, undetermined coefficient method, image method, area method, auxiliary line, estimation method, etc.

The other is the application of some important knowledge, such as non-negative numbers, even and odd numbers, proportional properties, discriminant of roots, relationship between roots and coefficients, Pythagorean theorem, etc.

They run through the whole junior middle school mathematics, and can be summarized in the form of special topics, so that students can understand its context, its development and changes, its scope of application and the steps of solving problems. By analyzing, thinking and summarizing typical problems, we can help students understand what problems to solve and internalize them into experience, which can be consciously applied, thus strengthening thinking methods and guiding thinking activities. Students can improve their problem-solving ability by mastering these thinking methods.

For another example, how to combine competition counseling with regular teaching can be carefully studied and a paper written on the basis of practice.

4. Choose the theme from teaching reflection

Strengthening teaching reflection is emphasized by any discipline, and it is an important way to promote their professional development and improve their quality. As a teacher, only by reflecting on the practice of education and teaching can we constantly adjust our direction and remove obstacles in our growth, so as to constantly achieve self-transcendence. Of course, teaching reflection can be a reflection on one's own personal practice or an analysis of others' teaching practice. It can be said that every time you reflect on the gains and losses of your own or others' education and teaching practice, there are advantages and disadvantages.

A common and effective form of teaching reflection is to attend classes and evaluate classes, from which we can find topics. Teaching and research papers often start with problems, which is also the result of our long-term thinking about a certain problem. Therefore, when attending and evaluating classes, we should pay attention to collecting materials that we usually pay attention to and think about, and get topics and contents that can be written. Once a problem is selected, we should continue to pay attention to it.

Third, based on the topic, form a system and comprehensively improve their own quality.

Educational research in primary and secondary schools is subject-centered, rational and systematic, which determines that educational research activities are more conducive to the rapid improvement of teachers' educational and teaching ability than general teaching and research activities. Rationally speaking, educational research activities need our teachers to practice, reflect and summarize, so educational research can make our teachers improve their teaching ability quickly in the virtuous circle of "practice-reflection-practice-summary". Systematically speaking, project research is a systematic project with a long cycle. From planning, implementation to summary, all need to be considered as a whole. It is this overall consideration that makes our research involve all aspects of education and teaching, and also makes educational research the most effective carrier to improve our teachers' educational and teaching ability. If middle school mathematics teachers can summarize their educational and scientific research achievements in the form of academic papers on mathematics education, their comprehensive quality will be improved rapidly.

1. Find topics from published topics.

In other words, we should find the subject matter from the educational research topics published by educational societies and teaching research institutes at all levels. At each stage, educational societies and research institutes at all levels will publish educational research topics, which we can select and refine according to the specific conditions of each school, subject and individual. Generally, this kind of topic is rich in content, wide in subject matter and big in mouth, and it needs to be detailed.

2. Find the theme from the scientific research trends

That is, from the new trend of current education and scientific research combined with the actual situation of their own work, find the theme. Taking "Research on the Cultivation of Students' Comprehensive Quality in Subject Teaching" as an example, in the autumn of 2002, the new curriculum reform experiment was rolled out all over the country, and quality education was formally put forward in the 1990s, and top-down in-depth research was carried out all over the country. What the century needs is high-quality comprehensive talents. How to cultivate students' comprehensive quality in the teaching of various subjects in schools is a subject worthy of serious study. However, in real life, the traditional educational concept still hinders the implementation of quality education, and exam-oriented education still has a great market in some areas and sometimes. The classroom teaching mode of "full house irrigation" is not uncommon. It is particularly worth mentioning that the heavy academic burden hinders the development of students' creativity. Old and rigid class hours and curriculum design make it difficult for students to spread their wings of independent development. How to liberate students from repetitive mechanical learning, how to implement quality education more effectively, improve students' quality, and embody people-oriented thinking are issues worthy of our serious consideration. Classroom teaching in schools is the main position for teachers to impart knowledge to students, so this paper probes into the relationship between subject teaching and quality education in classroom teaching. The cultivation of students' comprehensive quality in subject teaching is of certain significance to the implementation of the new curriculum plan and the new round of classroom teaching reform, so that students can develop independently and every student can achieve something and be good at learning.

Teaching without research is shallow, and research without teaching is empty. As long as we have a pair of discerning eyes, find out what we want to write from what we usually see, hear and think, carry out education and teaching research, write education and teaching papers, organically combine teaching with teaching research, and realize mutual benefit between teaching and research, we will certainly be able to continuously promote our professional growth.