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Middle School Mathematics Knowledge Occurrence Process Teaching

Author: WuPeiLing
Tutor: MaShunYe
School: Shandong Normal University
Course: Subject Teaching
Keywords: the teaching of generating process of mathematical knowledge in middle school constructivism re-create creating situation
CLC: G633.6
Type: Master's thesis
Year: 2005
Downloads: 159
Quote: 2
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Abstract


The concept of middle school mathematics knowledge occurrence process teaching(PTM) is raised in order to adapt to the need of new curriculum reform and development inmath teaching , and to change the present situation that traditional math teaching pay moreattention to conclusion but not process . It is a complement of the current teachingmethod . It fully accords with the essence of mathematics teaching and tally with demandsfrom the modern quality education of mathematics. The research in PTM is very useful toevoke the students’ interesting in the study of mathematics and to evoke the students’ wishin research;it is good to develop the students’ sense of creative-ness and it’s importantfor them to develop the scientific attitude and the scientific methods;it’s good toimprove the students’ cognitive structure perfectly and it’s useful for them to develop theirpersonal character;it is also useful to set up correct math belief .Modern mathematics education is not to have the students solely memorize someAbstract mathematics conclusion but to have them master the thought and spirit ofmath . To achieve this , the most radical is to , in the course of teaching , exposethe process of mathematics thinking , to exhibit the origin of mathematicsknowledge and its way of development , to turn mathematics teaching tomathematics activity teaching and then to enable the students to learn how to think andhow to create .The research is mainly composed of six parts : 1. The writer make a systematicexposition about how the concept of PTM is raised . 2. The issues base on modernconstructivism and fundament : students are the subjects of math activity teaching;studentsdo not learn in imitation or passive absorption;learning takes place only when theyexperience by themselves and construct their own visions in mind . 3. According toanalysis and comparison of some teaching methods and the designs between the traditionalmethod and the new method , it’s pointed out that process teaching bears unique significances.4. The principles of PTM are raised . PTM should follow such principles as SituationalQuestions , Exposing the Process of Thinking , Feedback and Revising , Cooperation andExchange , Appropriate Measure and the one students involved in finding knowledge . 5.According to the theory of PTM , math class structure can be composed of five stages and sixlevels . The five stages are the ones of induction , probing , forming , synthesizing andrethinking . The six levels are the ones of problem setting —— discussion (between studentsthemselves , between the teacher and the students )——the teacher’s key-point explanation——knowledge application——overall looking back and comment . The important part of ourteaching is to know how much the students know and grasp the knowledge;and the difficultpoint in teaching is to set up a proper studying and teaching situation . In teaching concepts ,we should set up suitable situations to bring in new concepts and try to reveal the process ofconcepts being put forward and summed up;in teaching theorems , we should lead students tofind math theorems in question situations;in teaching problem solving , we should leadstudents to explore the thought of solving the questions . At last , I do analysis and re-thinkingto the question finding in my teaching practice and put forward proposals for improve-ment .it’s necessary to do deeply research along with the new curriculum reform .

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Mathematics
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