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On the junior high school mathematics form follows content properly handle the relationship between several

Paper Keywords: mathematical forms of content
Abstract: In junior high school Mathematics teaching, so that the form of better service, and must handle the Mathematics curriculum reform in inheritance relationships and learning and teaching Mathematics content relationship.


'Content determines form, the form of subject content,' which is the teaching of dialectics, junior high school Mathematics classroom is no exception in the junior high school Mathematics classroom design, pay attention to the forms of teaching middle school mathematics teaching subject content, for which teachers must handle the following relations.

First, deal with mathematics curriculum reform in the inheritance relationship
Mathematics curriculum reform is not only 'curriculum change', more attention is the 'promotion of new educational philosophy.' Reform is not to reinvent the wheel, but the traditional teaching on the basis of content development and succession of abandoned, we emphasize the student's main role is not to deny the leading role of teachers, but the leading role in respect of teachers, while students pay more attention to the initiative, openness, encourage creative thinking to the students and teachers to learn the leading role of the main unifying. For example, the use of materials, the new curriculum requires teachers not teaching materials, but materials for use in teaching, teaching only 'blueprint', and is not the only criteria, classroom teachers, according to the actual situation of the targeted materials to supplement , extension, widening, restructuring, and focus so that teaching materials, and student life experience, contacts and integration, and to encourage teachers and students to challenge teaching and beyond. The only way to improve the utilization of materials, and 'use materials to teach' rather than 'teaching materials', thereby enhancing the quality of classroom teaching.

Second, deal with the content of classroom learning and teaching relationship
classroom teaching can not be blindly determined to create something new, seeking live seeking fun, but from each section of the specific content of classroom teaching proceed to select the most appropriate teaching methods, such as the teaching of 'fractional common denominator' of the content, it should be designed 'self-Zi Wu - analogy that - inspired by talk - intensive training' of the teaching program to guide students to learn, and teaching 'triangle median line' content, appropriate teaching and learning process should be: hands-on practice (drawing measure a perception of new knowledge , re-cut plans - find new knowledge - self-exploration (that conclusion - the exchange of evaluation (consensus, forming conclusions) - Variant used (to consolidate new knowledge) - self-summary (the accumulation of experience, sublimation of thinking, so set on teaching methods and teaching content to adapt.

In addition, psychological studies have shown that without the students explore and discover yourself, you want the truth becomes known to students of real knowledge is impossible. To this end, teachers must be the teaching of mathematical knowledge into a mathematical exploration problems in the classroom to encourage each student hands, tongue, brains, participate in a mathematics learning process, the mathematical knowledge of the learning process, the implementation of positive and effective experience for example, learning mathematics in a cross-sectional geometry of the contents of this section, we allow students to use their own potato cubes made to cut everything, take a look at this experience in the real knowledge and understanding of high school students will be more profound.

Junior high school mathematics form follows content is important, we should note a few of them correctly handle the relationship, only in this case, we design in junior high school mathematics teaching, in order to achieve good results.

References:
Ding Lihong. Change the concept of mathematical thinking and practice of teaching Modern School Mathematics ,2006-04. Links to free download http://www.hi138.com

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