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1、OnthejuniorhighschoolmathematicsstudyteachingstrategiesJuniorhighschoolmathematicsteachingprocessisnotonlytoimpartknowledgeandknowledgeoftheprocess,buttheprocessofbilateralemotionalexchangeofteachersandstudents.Mathematicsteachingundertheconceptofqualit
2、yeducationmustbefullyembodiestheprocessofteachingandlearningactivities,reflecttheteacher-studentmathematicalthinkingactivitiescomplementeachotherprocess.thus,thisprocessistheprocessofpromotingtheall-rounddevelopmentofstudents.Mathematicstextbooknarrativ
3、erigorous,concise,omitthemathematicalknowledgegenerationprocessthemanymathematicalwayofthinking,thinkinglawtextbooksdonotdospecificintroductionofthesystem,butratherimpliedinthebetweenmathematicalknowledgefooterindependstheexcavation,underthecoachingandr
4、efiningofteachersbystudentstocomprehend,absorbandapplications,whichrequires13mathematicsteachingshouldchangethepracticeofscripted,fullydemonstratetheprocessofmathematicalthinking,studentsactivelytaketheinitiativetoexploretheconceptofoccurrenceThenatureo
5、fthediscoveryprocessofthetheorem,mathematicalproblem-solvingprocess,andtheformationprocessofmathematicalthinkingthis,Iinthejuniorhighschoolmathematicsteachingintheinquiryteachingstrategies“.ToexplorethecharacteristicsoftheteachingstrategiesThecoreofmath
6、ematicalinquiryteachingstudentstaketheinitiativetoexplore,bystudents“operation,observation,conjecture,discussion,reasoning,inductive,Application”means,letthestudentstaketheinitiativetoexploremathematicalconcepts,rules,natureandTheorem,showtheformationof
7、knowledgeprocess.requirestudentstospeakout,andshowcasetheirownideas,innovation,andconstantlyenhancetheawarenessofthestudent’sbody,andtheabilitytoincreasetheparticipationofthestudent’sbody,notonlyenablestudentstomasterknowledge,butalsotoenablestudentstof
8、ormasustainable13development.Inquiryteachingstrategiesistopromotethedevelopmentofstudents,istoadvocatestudentstaketheinitiativetoexploretheknowledgeofteachingstrategies.Emphasisonstudents‘activeinquiry,inquiryteachingemphasizedth
