初中数学课题学习的教学的实践和认识-教育学专业论文.docxVIP

A Study of Mathematics Teaching- Based on Project-Learning in Junior High School Abstract During the process of problem based learning (PBL) teaching, there are still many practical problems, for example, most mathematic class teachers are not familiar with the project-based learning, because it is different from the general mathematic class which focuses on the textbook knowledge, teaching activities, and students. So there are many questions to be figured out. They are as follows. How to define the centre of teaching? How to design the class? How to distinguish the importance and the difficulty? How to evaluate the activities scientifically? Whether the teachers can adjust themselves to the new kind of teaching well? How to arrange the time reasonably due to the ever-increasing burden of study? How to integrate the limited teaching resources effectively, such as courseware and lesson plan? How to normalize the project-based learning course? And so on. According to these problems, this thesis defines the mathematic teaching based on project learning through literature analysis, and then analyses the following questions by case study:What is a good mathematic inquiry project?1.How to design the project-based learning in Junior high school mathematics?2.How to normalize the mathematic teaching of project learning in daily life?3.How to integrate the limited teaching resources in project-based learning, such as teaching materials, lesson plan, courseware, teaching reflection and so on? Based on the above questions, at last, this paper tries to put forwards some suggestions from two aspects on project based learning (the textbook compilation and the teaching), including:1.There is mathematic activity at the end of every chapter and there is a ?project-based learning? in every volume. Can these two parts connect and integrate well with the textbook Integrative Practical Activity?2.Some projects have already been learned, so whether can the teachers add something new to