初中数学新课导入分析-课程与教学论专业论文.docxVIP

in teaching behavior of teachers also makes this study have a practical significance which stimulates teachers to change teaching and enhances the quality of teaching. How to create a good lead-in atmosphere and stimulate interest in learning is not only the object of effective teaching and research, but also becomes the new curriculum reform problems to be solved. Research on lead-in can make teachers aware of important functions of successful lead-in which spark cognitive conflict, draw attention, result in emotional experience and establish the link between the old and new knowledge. More importantly, it makes teachers attach importance to the value of lead-in, change their methods of lead-in and improve the level of lead-in. This study applies the literature method, classroom observation, interview, and investigates lead-in of four junior high schools in Henan and Guangxi in order to obtain credible information. That there has been the heuristic teaching, effective teaching, and teaching process, learning and psychological follow-up study at home and abroad also provides information as a basis. Part II: The theoretical basis of new lesson lead-in in junior high school mathematics. This study is mainly based on interest in learning theory, constructivism theory, “Zone of Proximal Development” and the theory of empathy as my research support. Part III: Discussion on related lead-in of new lesson. Firstly, according to relevant studies, this part defines the concept on lead-in of new lesson. Secondly, with the help of education, psychology, other relevant knowledge and the combination of the characteristics of middle school mathematics teaching it proposes seven principles of design of lead-in: oriented principle, the principle of question, the principle of flexibility, artistic principle, reality principle, situational principle, the principle of subjectivity. The author hopes that mathematics teachers can, on the basis of teaching content and according to student