Nowadays, all countries in the world attach great importance to teachers' quality, and pay attention to the improvement of teachers' professional quality in pedagogy, psychology and teaching skills. Although in the university, the school attaches great importance to the teaching and learning of educational theory courses, teaching skills courses and educational practice courses; Although students also have some opportunities to contact with practical teaching during their internship, due to the short time, their understanding of educational theory courses is not profound, and it is impossible to realize the internalization of educational theory courses. In other words, teachers' profound understanding and real internalization of educational theory courses is in the long-term educational and teaching practice, in the combination of corresponding specialized education and professional practice, and in active after-service education or adult education. In this sense, mathematics teachers' profound understanding and internalization of the corresponding theoretical courses should, of course, be in the corresponding mathematical professional education and practice process, in the after-service education or adult education aimed at the growth and success of mathematics teachers, especially in the training and improvement of junior high school mathematics teachers, and it is necessary to strengthen their curriculum cognition level. Junior high school still belongs to the compulsory education stage, which is the third period of compulsory education. The curriculum cognition of junior high school mathematics teachers can be studied from two aspects: curriculum content and teaching materials and methods.
First, junior high school mathematics curriculum content research
The cognition of junior high school mathematics curriculum content should be studied from at least four aspects: the composition, selection, arrangement and presentation of curriculum content.
(A) the composition of junior high school mathematics teaching content. In order to compare, the traditional junior high school mathematics teaching content and the third phase of the Mathematics Curriculum Standard for Full-time Compulsory Education (hereinafter referred to as the Standard) are briefly described as follows.
The content of traditional junior middle school mathematics curriculum is mainly based on mathematical knowledge, including numbers and their operations, formulas and their operations, equations and inequalities, preliminary functions, preliminary statistics and plane geometry, including the basic knowledge of straight lines (parallel lines, triangles, quadrangles and polygons), circles, similar shapes and triangles. The content of junior high school mathematics curriculum mentioned in the Standard is presented in the field of students' cognitive structure. The content standards of the four fields are number and algebra (number and formula, equation and inequality, function), space and graphics (graphic understanding, graphic transformation, graphic coordinates and graphic proof), statistics and probability, and practice and comprehensive application (subject learning). The content of the traditional junior high school mathematics curriculum and the content of the junior high school mathematics curriculum mentioned in the standard are not much different in terms of its main line of knowledge, but the content of the traditional curriculum is dead in the outline. The standard stipulates the basic level that students should reach in the third period in the content standard, which embodies flexibility and selectivity. Moreover, the standard does not stipulate the presentation order and form of the content, and there are many ways to arrange the teaching materials.
(B) the choice of junior high school mathematics teaching content. There are three main considerations in the selection of junior high school mathematics teaching content: according to the nature and needs of compulsory education, choose the most basic and instrumental mathematics knowledge that junior high school students can master for students to learn; According to the age characteristics and acceptance ability of junior middle school students, choose the mathematical knowledge that most students can accept, understand and master for students to learn; According to the development trend of modern educational science and technology and the needs of social development, we choose the updated contents of mathematics needed by the future society for students to learn and experience, such as estimating and predicting the possibility of some events in real life, collecting, summarizing, analyzing and explaining data, modeling practical problems and explaining some phenomena in life with models, and introducing electronic calculators as appropriate to meet the requirements of the future society for citizens' quality.
Besides the basic principles, the basic principles of the selection of junior middle school mathematics teaching content include the combination of acceptability and development, and the combination of unity and flexibility. Under these principles, the selected course content has a certain educational effect on cultivating junior high school students' mathematical thinking, mathematical ability and good personality quality, and has a strong educational effect on developing junior high school students' ability and loving the motherland, people and science.
(3) The arrangement of junior middle school mathematics teaching content. The arrangement principles of junior high school mathematics teaching content are as follows: correctly handle the relationship between the logical order of mathematics knowledge and the psychological development order of junior high school students, and combine the systematicness and rigor of knowledge with the acceptability and interest of students; Highlight the basic concepts and laws in junior high school mathematics knowledge, and strengthen the vertical and horizontal connection between all parts of knowledge; Arrange related knowledge (such as equations, inequalities and functions) in sections, spirals, from shallow to deep, and step by step; Knowledge structure should be concise; Infiltrate mathematical thinking methods in time. Combined with junior high school mathematics teaching content, we should also arrange some knowledge of mathematics history as reading materials to stimulate junior high school students' learning, such as the history of positive and negative numbers and irrational numbers, the origin and evolution of some important symbols, the source of geometry and nine-chapter arithmetic, Pythagorean theorem and its typical proof, etc.
(D) Presentation of junior high school mathematics teaching content. Compared with the first and second phases, the teaching content of the third phase has been able to initially reflect the knowledge structure of middle school mathematics. In Number and Algebra, the presentation of "number and formula, equation and inequality, function" is properly divided and spiraled. In Space and Graphics, the presentation of "graphic understanding, graphic transformation, graphic coordinates and graphic proof" is basically "linear"; In Statistics and Probability, the presentation mode mainly emphasizes "process experience", which is beneficial to "exploration and discovery"; In Practice and Comprehensive Application, "project learning" focuses on "approaching the life of junior high school students" and "advocating cooperation and communication". The presentation of junior high school mathematics teaching content should be interesting and readable, illustrated, intuitive and clear, and the formation process of knowledge should be reflected in the organization of content.
Second, the research on the teaching methods of junior high school mathematics textbooks
The curriculum content of junior high school mathematics is reflected by the presentation of teaching materials and the implementation of teaching methods. Textbooks provide basic clues for junior high school students' learning activities, and are important resources for realizing junior high school mathematics curriculum goals and implementing teaching. Teaching method provides a basic method for junior high school students' learning activities, and it is an important means to realize junior high school mathematics curriculum objectives and implement teaching.
Summary of junior high school mathematics textbooks. Before the reform and opening up, the country basically implemented the strategy of "one program and one book". "One Outline" is formulated by the central education administrative department, and "One Book" is published by People's Education Publishing House. Since 1992, the State Education Commission has implemented the measure of "one program with many copies". 1993 Since the autumn, there have been six kinds of junior high school mathematics textbooks, which are published by People's Education Press (for three-year or four-year junior high schools), Beijing Normal University Press (for four-year junior high schools), South China Normal University Press (for three-year junior high schools in coastal areas), Nanjing Normal University Press (for three-year junior high schools in the mainland) and State Education Commission's Middle School
200 1 China people * * * and the Ministry of Education issued standards, and put forward the following suggestions in the compilation of the third textbook: "1. Choose materials from natural, social and other disciplines. Provide space for students to explore and communicate ","3. Reflect the formation and application process of knowledge "and" 4. The forms of expression should be rich and colorful. " "Six, important mathematical concepts and ideas should embody the principle of spiral rise", "Seven, attach importance to the relationship between knowledge" and "introduce relevant mathematical background knowledge". Under the premise of this basic idea and basic requirements, many provinces and cities have compiled and published junior high school mathematics textbooks that reflect their own styles and characteristics. While using and studying the textbooks in this province, mathematics teachers must also refer to other textbooks and develop various excellent resources to serve the curriculum content.
(B) Summary of junior high school mathematics teaching methods. Selected Lectures on Paulia's Works on Thinking Strategies for Solving Mathematical Problems (Education Press), edited by Liu Hezhao, said that Paulia put forward three principles of learning and teaching: active learning principle, best motivation principle and step-by-step principle, which are also applicable to junior high school mathematics teaching and learning under the background of new curriculum. Among these three principles, the most important one is the active learning principle.
Constructivism holds that students' learning is not simply taught by teachers, but a process in which students construct their own knowledge. As far as junior high school mathematics learning is concerned, students do not simply passively accept mathematical information from textbooks and teachers, but choose, process and process external mathematical information according to their own experience in mathematics activities, and actively construct the process of mathematical knowledge, mathematical methods and mathematical thinking in a certain mathematical situation. Therefore, learners' active learning is the basic principle of junior high school mathematics teaching. Therefore, junior high school mathematics teachers should insist on "teaching to guide students to learn mathematics", which is not only a teaching method, but also a teaching concept. Junior high school mathematics teaching is the teaching of junior high school students' mathematics activities, and it is a process of interactive development between teachers and students. The subject and protagonist of mathematics activities are junior high school students. "Standard" emphasizes students' mathematical activities in the study of junior high school curriculum content, and develops students' sense of numbers, symbols, space, statistics, application and reasoning. Students have experienced the formation and application of mathematical knowledge, independent exploration and cooperative exchange of mathematical problems, so as to discover and understand the relationship between mathematics, improve their ability to solve problems, meet the minimum requirements of curriculum standards stipulated by standards, and even reach higher requirements to varying degrees.
Junior high school math teachers should actively, generatively and permanently improve their curriculum awareness and constantly improve their curriculum cognitive level. Junior high school math teachers should not only be enthusiastic about teaching, but also care about teaching research. They can constantly update their cognitive structure and activate the internal motivation of their professional development, constantly reflect on their teaching and cooperate with colleagues to improve teaching.