How to write a junior high school math research report! ! Emergency, emergency, emergency, emergency ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

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The format and model essay of junior middle school students' social practice report

As a "social practice report" for students to practice writing, its style and writing method are still inconclusive, so we can refer to the style and writing method of "investigation report". Personally, I think the Social Practice Report should have the following parts:

Title: It can be the title of the document, that is, "Practice Report on ……"; It can also be the title of an opinion, such as "society is a big classroom, and practice makes true knowledge".

Write down the participants of social practice, the theme, time and place of practice. Then use "now report the next part of this practice, and transition to the text."

Text: According to the requirements of the school, write what practitioners should and want to report, such as activities, experiences, rational thinking, problems and suggestions. As a student, we should pay attention to our own understanding, especially our own experience, rational understanding after thinking, and evaluation of the social practice activities of the organization.

Conclusion: You can write the author's views, criticisms or suggestions on this activity.

Signature and reporting time. Write down the individuals or groups (such as classes and groups) who participated in the practice and report the completion time.

It should be noted that you can write according to the above parts, but don't write words such as preface, body, conclusion and signature, but write titles such as basic situation, main experience, some thoughts, problems and suggestions.

People often say: "Interest is the best teacher". How a student's interest in learning a subject directly affects his learning effect on this subject. If he is interested in this subject, then he will learn it well, and vice versa. Therefore, it is very important to cultivate students' interest in learning in the teaching process. As a front-line mathematics teacher, the purpose of choosing this topic is to understand the current situation of students' interest in learning mathematics and the factors that affect students' interest in learning mathematics, so as to cultivate students' interest in learning mathematics from Grade One and improve the teaching effect of mathematics.

Second, research methods: questionnaire survey.

The investigation of this topic is divided into two parts. For the first time, that is, in the initial stage of investigation and study, because the interest of junior one students in learning mathematics is not clear, an open questionnaire survey was conducted in five or six classes (*** 130 students) of grade one in our school. The question of the survey is: Are you interested in junior high school mathematics? Please briefly describe the reasons why you are interested or not interested in junior high school mathematics in one sentence: after the investigation, summarize and analyze the collected information. After mastering certain information, design a closed questionnaire (see appendix) and conduct a second survey in the form of multiple-choice questions.

The second time, a questionnaire survey was conducted among all the students (339 students) in six classes of Grade One in our school. A total of 339 questionnaires were sent out and 339 were returned. After the investigation, the answers on the questionnaire are counted one by one, and the percentage of each answer to the total number of students is calculated respectively, and then the data obtained are carefully analyzed and studied.

Third, the survey results show that

(A) Junior one students are not interested in learning mathematics.

1, only nearly half of the students are interested in mathematics (only 7% of them like it very much, 43% of them like it), 44% of the students have an average emotional experience in learning mathematics, and 6% of the students clearly express that they don't like learning mathematics.

2. Mathematics in all subjects, according to students' liking, only 8% ranks first, 29% ranks second, 40% ranks third, and 23% ranks fourth or below.

3. Only 37% of the students like doing math homework (only 3% like it very much), while nearly half of the students don't want to do math homework. 13% of the students make it clear that they don't like doing math homework.

4. Only 65,438+07% of the students are out of hobbies, 27% are due to the pressure of the senior high school entrance examination, 43% are due to the practical value of mathematics, and 65,438+03% are due to the strict management of teachers.

(2) Junior one students lack confidence in learning mathematics, have poor autonomy in learning mathematics, and rely more on others to learn mathematics.

The survey found that 47% people like "listening to the teacher's explanation" the most, only 4% dislike it, 32% like it the most and only 3% dislike it the least, while only 4% like "performing on stage" and 5% like "being a teacher on stage" the most, but they don't like it the least. This shows that junior one students don't like to show themselves in math class and don't want to expose their shortcomings and mistakes. They seldom study mathematics independently and actively, which is just a manifestation of their lack of interest in mathematics.

(3) There are many factors that affect students' interest in learning mathematics, including teachers' reasons, students' own reasons and the contents of the textbook itself.

1, students interested in mathematics, 24% because "primary school has a good foundation in mathematics and they like it since childhood", only 8% because "teachers speak it well", 48% because they think mathematics is useful, and 16% because they think mathematics is easy to learn. This shows that teachers' teaching level needs to be improved, teaching methods need to be improved constantly, and whether students feel that mathematics is useful is one of the main factors that affect students' interest.

2. Students who are not interested in mathematics, 36% are because "the elementary school mathematics foundation is poor, and they don't like it since childhood"; 12% of people answered that "the teacher is not good at teaching", while only 5% thought math was useless, but 44% thought math was too difficult, and 3% had other reasons. This shows that the difficulty of textbooks is another important factor that affects students' interest in learning, and whether the elementary school mathematics foundation is well laid is also an important condition for students to be interested in mathematics. Therefore, the content of teaching materials needs to be less difficult, and students themselves should firmly grasp the basic knowledge and lay a good foundation.

3. The most popular math teacher is "patient, meticulous and amiable", 43% of the students like this type of teacher best, while only 13% of the students like "knowledgeable and quick-thinking" math teacher best. Mathematics teachers who like to be "careful and meticulous" and those who like to be "lively and humorous in language" account for half. This shows that teachers' teaching attitude and teaching behavior are also important factors affecting students' interest in learning mathematics.

Fourthly, some suggestions to cultivate the interest of junior one students in learning mathematics.

(A) let students enjoy the fun of applying what they have learned.

In the survey, it is found that most students think that "applying mathematics knowledge to life practice" is the key to cultivate their interest in learning mathematics. The greatest charm of mathematics is practicality. It is a tool that everyone needs and must use. Learning any knowledge, as long as it is useful, will have interest in learning. Therefore, in teaching, we should be good at guiding students to use the mathematical knowledge they have learned to solve real life problems; On the other hand, we should be good at combining the teaching content, choose topics close to the reality of life, and turn life problems into mathematical research objects. Make students realize that mathematics knowledge comes from and serves life practice. Only in this way, from practice to practice, can we cultivate students' sense of value and thirst for mathematical knowledge, experience the inner strength of mathematical knowledge and taste the fun of using mathematical knowledge to solve practical problems.

(B) Let students often experience the fun of success.

In the survey, it is found that among the students who are not interested in mathematics, the largest proportion think that mathematics is too difficult, followed by "I didn't like it since I was a child because of my poor foundation". This shows that these students seldom experience the happiness of success in the process of learning mathematics, so they lack confidence in learning mathematics.

Human beings need success, and students need success more. The joy of success is a great spiritual strength, the courage of students to overcome difficulties, and the internal motivation of students to enhance their desire for learning. If students seldom taste success in the process of learning mathematics, they will overestimate the difficulty of mathematics and think that they are not the material for learning mathematics, thus losing their confidence and interest in learning mathematics. Therefore, in teaching, teachers should try their best to create successful conditions for students. Most students should be given a chance to succeed in their usual exercises, class assignments and exams. When asking questions in class or performing on the stage, students should be allowed to sit down or walk down with dignity and pride. When students make mistakes or can't answer, don't simply deny or let other students answer for them. Instead, we should patiently inspire, properly pave the way, guide him to find the correct answer step by step, urge him to make progress despite difficulties, and experience the joy of success in overcoming difficulties.

(3) Let students feel the fun of learning mathematics in a democratic, equal, relaxed and positive learning atmosphere.

First of all, teachers should change bad behaviors and attitudes and harmonize the relationship between teachers and students, which is the premise to stimulate students' interest in learning. The survey found that "patient, meticulous and amiable" teachers are the most popular among students. If a teacher is impatient and easily loses his temper with his students, then the students will not be interested in the subjects he teaches. Therefore, teachers should put down their airs, treat students with an equal attitude, fully develop democracy in teaching, study, think and explore with students, and make students like to learn mathematics from "math teachers" in a harmonious relationship between teachers and students.

Secondly, don't engage in sea tactics in math training. Because a large number of questions will completely dispel students' appetite for learning, what can best inhibit students' interest in learning and upset them is the repeated tactics of asking questions. In the survey, it is found that most students don't like doing math homework. The main reason is that there are too many math homework and the topics are boring. Therefore, in mathematics training, we should carefully choose topics, arrange appropriate topics with different difficulties for students of different levels, and let them finish their homework easily.

Third, in mathematics classroom teaching, we should be good at creating problem situations to stimulate students' discussion. Interest often begins with asking questions. In teaching, teachers should carefully set questions around the teaching content, seize students' curiosity and create suspicious situations. Asking questions stimulates students' curiosity, which in turn turns into a strong desire for knowledge, arouses students' anxiety about why and how to ask questions, and then allows students to discuss and guide them to express their opinions. This can not only enliven the classroom atmosphere, but also stimulate students' interest in learning.

One: Three crises in the history of mathematics.

Pythagoras was a famous mathematician and philosopher in ancient Greece in the fifth century BC. He once founded a school of mysticism: Pythagoras School, which integrates politics, scholarship and religion. Pythagoras' famous proposition "Everything is a number" is the philosophical cornerstone of this school. "All numbers can be expressed as integers or the ratio of integers" is the mathematical belief of this school. Dramatically, however, the Pythagorean theorem established by Pythagoras has become the "grave digger" of Pythagoras' mathematical belief. After the Pythagorean theorem was put forward, hippasus, a member of his school, considered a question: What is the diagonal length of a square with a side length of 1? He found that this length can not be expressed by integer or fraction, but only by a new number. Hippasus's discovery led to the birth of the first irrational number √2 in the history of mathematics. The appearance of small √2 set off a huge storm in the mathematics field at that time. It directly shook the Pythagorean school's mathematical belief and made the Pythagorean school panic. In fact, this great discovery is not only a fatal blow to Pythagoras school. This was a great shock to the thoughts of all the ancient Greeks at that time. The paradox of this conclusion lies in its conflict with common sense: any quantity can be expressed as a rational number within any precision range. This is a widely accepted belief not only in Greece at that time, but also in today's highly developed measurement technology. However, the conclusion that is convinced by our experience and completely in line with common sense is overturned by the existence of a small √2! How contrary to common sense and ridiculous this should be! It just subverts the previous understanding. To make matters worse, people are powerless in the face of this absurdity. This directly led to the crisis of people's understanding at that time, which led to a big storm in the history of western mathematics, known as the "first mathematical crisis."

The second mathematical crisis stems from the use of calculus tools. With the improvement of people's understanding of scientific theory and practice, calculus, a sharp mathematical tool, was discovered independently by Newton and Leibniz almost simultaneously in the seventeenth century. As soon as this tool came out, it showed its extraordinary power. After using this tool, many difficult problems have become easy. But Newton and Leibniz's calculus theory is not strict. Their theories are all based on infinitesimal analysis, but their understanding and application of the basic concept of infinitesimal is confusing. Therefore, calculus has been opposed and attacked by some people since its birth. Among them, the most violent attack was British Archbishop Becquerel.

Russell paradox and the third mathematical crisis.

/kloc-In the second half of the 9th century, Cantor founded the famous set theory, which was severely criticized by many people when it was first produced. But soon this groundbreaking achievement was accepted by mathematicians and won wide and high praise. Mathematicians found that starting from natural numbers and Cantor's set theory, the whole mathematical building could be established. Therefore, set theory has become the cornerstone of modern mathematics. The discovery that "all mathematical achievements can be based on set theory" intoxicated mathematicians. 1900, at the international congress of mathematicians, poincare, a famous French mathematician, declared cheerfully: "… with the help of the concept of set theory, we can build the whole mathematical building … today, we can say that we have reached absolute strictness …"

However, the good times did not last long. 1903, a shocking news came out: set theory is flawed! This is the famous Russell paradox put forward by British mathematician Russell.

Russell built a set S: S is made up of all elements that don't belong to him. Then Russell asked: Does S belong to S? According to law of excluded middle, an element belongs to a set or not. Therefore, for a given set, it is meaningful to ask whether it belongs to itself. But this seemingly reasonable question, the answer will be in a dilemma. If s belongs to s, according to the definition of s, s does not belong to s; On the other hand, if S does not belong to S, then S also belongs to S by definition. It is contradictory in any case.

In fact, this paradox was discovered in the set theory before Russell. For example, in 1897, Burali and Folthy put forward the paradox of maximum ordinal number. 1899, Cantor himself discovered the paradox of maximum cardinality. However, because these two paradoxes involve many complicated theories in the set, they have only produced small ripples in the field of mathematics and failed to attract much attention. Russell paradox is different. Very simple and easy to understand, only involving the most basic things in set theory. So Russell's paradox caused a great shock in mathematics and logic at that time when it was put forward. For example, after receiving a letter from Russell introducing this paradox, G Frege said sadly, "The most unpleasant thing that a scientist encounters is that his foundation collapses at the end of his work. A letter from Mr. Russell put me in this position. " Dai Dejin therefore postponed the second edition of his article "What is the Nature and Function of Numbers". It can be said that this paradox is like throwing a boulder on the calm water of mathematics, which caused great repercussions and led to the third mathematical crisis.

After the crisis, mathematicians put forward their own solutions. I hope to reform Cantor's set theory and eliminate the paradox by limiting the definition of set, which requires the establishment of new principles. "These principles must be narrow enough to ensure that all contradictions are eliminated; On the other hand, it must be broad enough so that all valuable contents in Cantor's set theory can be preserved. " 1908, Tzemero put forward the first axiomatic set theory system according to his own principles, which was later improved by other mathematicians and called ZF system. This axiomatic set theory system makes up for the defects of Cantor's naive set theory to a great extent. Besides ZF system, there are many axiomatic systems in set theory, such as NBG system proposed by Neumann et al. The establishment of axiomatic set system successfully eliminated the paradox in set theory, thus successfully solving the third mathematical crisis. On the other hand, Russell's paradox has a far-reaching influence on mathematics. It puts the basic problems of mathematics in front of mathematicians for the first time with the most urgent needs, and guides mathematicians to study the basic problems of mathematics. The further development of this aspect has profoundly affected the whole mathematics. For example, the debate on the basis of mathematics has formed three famous schools of mathematics in the history of modern mathematics, and the work of each school has promoted the great development of mathematics.

First, the proposal of the topic

Second, research methods: questionnaire survey.

Third, the survey results show that

(A) Junior one students are not interested in learning mathematics.

2. Mathematics in all subjects, according to students' liking, only 8% ranks first, 29% ranks second, 40% ranks third, and 23% ranks fourth or below.

(2) Junior one students lack confidence in learning mathematics, have poor autonomy in learning mathematics, and rely more on others to learn mathematics.

(3) There are many factors that affect students' interest in learning mathematics, including teachers' reasons, students' own reasons and the contents of the textbook itself.

Fourthly, some suggestions to cultivate the interest of junior one students in learning mathematics.

(A) let students enjoy the fun of applying what they have learned.

(B) Let students often experience the fun of success.

(3) Let students feel the fun of learning mathematics in a democratic, equal, relaxed and positive learning atmosphere.

Attachment: Questionnaire on Junior One Students' Interest in Mathematics Learning

Student:

Hello! In order to cultivate your interest in learning mathematics, the teacher wants to know your current situation of learning mathematics and the factors that affect your interest in learning mathematics. Therefore, this questionnaire was designed. I hope the students can answer the following questions according to their actual situation. There is no right or wrong answer, and there is no need to write a name. Just answer realistically. Thank you for your cooperation!

1. Do you like math class in junior high school? ( )

A, I like B very much, I like C, but I don't like D.

2. Mathematics in all subjects is divided into () according to the degree you like.

A, first b, second c, third d, fourth or below

3. Do you like doing your math homework? ( )

A, I like B very much, I like C, but I don't like D.

4. After entering junior high school, your motivation for learning mathematics is ().

A, hobbies B, the pressure of senior high school entrance examination C, practical value D, strict teachers

5. In junior high school math class, what you like best is (), and what you like least is ().

A, discuss with classmates B, perform on stage C, raise your hand and speak.

D, listen to the teacher's explanation E, go on stage as a little teacher

6. The reason why you like math class is () [Note: This question is answered by 1 students who choose A or B]

A, the foundation is good, I like B since I was a child, and the teacher teaches well.

C, learned useful D, mathematics easy to learn E, others

7. The reason why I don't like math class is () [Note: This question is answered by 1 students who choose C or D]

A, the foundation is not good, I didn't like B since I was a child, and the teacher didn't teach it well.

C, learning is useless D, mathematics is too difficult E, others

8. Your favorite math teacher should be ()

A, knowledgeable, quick thinking B, careful and meticulous

C, patient and meticulous, amiable D, vivid language, humor and wit.

9, do you think the key to cultivate interest in learning mathematics is ()

A, teachers update teaching methods B, students improve learning methods

C, lay a good foundation of primary school mathematics D, apply mathematics knowledge to life practice.

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