Integration of Mathematics History into Junior Middle School Education: A Pedagogical Approach to Enhance Mathematical Literacy

The integration of the history of mathematics into junior middle school mathematics education represents a significant focus of international research in mathematics and education.The mathematics curriculum standards for compulsory education have emphasized the importance of incorporating the history of mathematics,aiming to gradually integrate it into the mathematics classroom.However,in the practical implementation of junior middle school mathematics education,the effective combination of the history of mathematics with teaching methodologies remains largely unexplored.This article explores the integration of junior middle school mathematics education and the history of mathematics,aiming to provide classroom teaching recommendations for teachers and promote the formation of students’mathematical literacy.

Analyzing the Application of Functional Linguistics in Junior Middle School English Teaching

Based on the application of functional linguistics in junior middle school English teaching,this paper first illustrates the concepts of systematic grammar and functional grammar.Secondly,according to the application of functional grammar in reading,in translation and in writing,it is concluded that applied linguistics has an important role in promoting junior middle school English teaching,which comprehensively illustrates the importance of functional linguistics in junior middle school English teaching.Functional linguistics is of great significance to instruct junior middle school teaching.This paper explores the definition of functional linguistics and the linguistic patterns of functional linguistics.

The Application of Context Theory to English Reading Teaching in Junior Middle School

English reading is very important and difficult in exam-oriented education in junior middle schools.How to improve students’English reading ability has always been the focus of teachers’attention.Context theory can help to improve the reading teaching efficiency.This paper mainly introduces the application of context theory in English reading teaching,aims to give some suggestions for English teachers.

Analyzing the Teaching Strategies for Physical Education in Middle Schools Under the Background of the New Curriculum

In recent years,with the reform of the educational system and the introduction of new curriculum standards,the teaching quality of physical education in middle schools has greatly improved.The education industry in China is now in a phase of high-quality development.In order to further enhance the effect of middle school physical education,it is necessary to strengthen the discussion on teaching strategies.Taking this as the starting point,this paper summarizes the importance of middle school physical education under the background of the new curriculum,analyzes the current teaching situation,and on this basis,proposes several strategies to enhance the teaching effect from three aspects:core literacy,student subject,and information technology.

The Practice of English Grammar Teaching under Communicative Approach in Junior Middle School

The analyzing of the definition and principles of communicative approach and the current situation of the grammatically teaching points that the combination of both construction and practical knowledge of English language teaching in junior high school is the most ideal mode.Taking comparative grammar teaching of adjectives and adverbs as an example,this article explores how to teach grammar teaching in junior middle school under communicative teaching method.

On the Application of Task-Based Approach to Junior Middle School English Reading Teaching

In order to alter the reality of reading teaching, arouse students' reading interest and to improve their reading competence, the author conducted an empirical research on the application of Task-Based Approach to junior middle school English reading teaching. The research aims to encourage students to take an active part in class, stimulate their reading interest, and to improve their reading competence by students' complement of reading tasks; furthermore, it probes into the difficulties about the application of Task-Based Approach to practical teaching so that it can provide reference for teachers' improvement of teaching methods.

Design and Reflection on Genre Analysis in Junior Middle School English Reading Teaching

In order to better promote students’English learning ability and interest,this paper expounds the general process of junior middle school English reading teaching by using genre analysis,for the reference of relevant personnel.

A Study of English Classroom Feedback in Intra-country Junior Middle School

Feedback refers to comments or other information that leaders receive concerning their success on learning tasks or tests, either from teachers or other persons according to Longman Dictionary of Language Teaching and Applied Linguistics. According to the subjects who give feedback, the English classroom feedback can be divided into teacher feedback, peer feedback and self feedback. Through the analysis of teaching cases based on classroom observation and interview, the study discusses the application and effectiveness of feedback given by different subjects on different teaching phases.

沪科版初中物理新教材修订的整体思考

为了更好发挥物理教材的育人功能,教材修订组在2012年沪科版初中物理教材的基础上修订完成2024年沪科版初中物理新教材。2024年沪科版初中物理新教材具有如下特点:素养为先,落实物理教材育人功能;加强实验,凸显物理实验育人价值;综合育人,体现物理学跨学科特点;评价导向,发挥不同类别习题功能。建议一线教师基于《义务教育物理课程标准(2022年版)》,理解新教材,用好新教材,发展学生核心素养,实现物理学科育人目标。

全面提升化学教材的素养发展功能——鲁教版初中化学新教材的编写思路与特点分析

鲁教版初中化学新教材依据《义务教育化学课程标准(2022年版)》,以发展学生核心素养为宗旨,精选具有素养发展价值的教材内容,注重选取典型范例、反映科技前沿、强化思路方法、融入德育元素,切实增强教材内容的典型性、时代性、方法性和思想性;重视以大概念为统领设计教材内容进阶,兼顾学科逻辑顺序与学生认知顺序,系统设计科学实践活动,整体体现“从生活走进化学,从化学走向社会”的编写特色;重视通过创设问题情境、设计多种评价方式、设计拓展性栏目、优化语言和插图等创新教材的呈现方式,积极推动育人方式的转变,全面提升化学教材的素养发展功能。

美学视域下初中语文教材篇章分析

从美的存在领域角度看,初中语文教材选文关涉自然美、艺术美、社会美等美的不同形态;从美的表现形态看,初中语文教材呈现出优美、崇高、悲剧、喜剧、丑、意境等不同形态的美。从美学角度挖掘教材的美学价值,合理有效地利用教材的美学资源,是教师进行高效阅读教学,提升学生审美情趣的必要条件。

集美区初中学生体质健康水平评价与促进研究

运用Pearson卡方检验、离差法,对集美区24694名初中学生体质健康水平进行等级评价和分析,为促进学生体质健康发展提出相关策略。结果表明:集美区初中学生在身体机能和身体素质方面表现良好,身体形态方面存在超重现象;学生的体质健康与其BMI存在显著相关性;学生体质健康水平以C等级为主,达A等级率仅为13.33%,B等级还存在断层现象。结论:集美区初中学生的体质健康处于中等水平,超重现象需要重视,对此提出了建立政府、社会、学校和家庭四位一体的联动机制。

语文学习任务群教学情境创设的要求、偏差与改进

“任务群”和“情境”是《义务教育语文课程标准(2022年版)》中的高频词。核心素养导向下“任务群”教学情境创设应体现真实性、驱动性、整合性和合作性等要求。当前“任务群”教学情境创设存在情境策划失真、情境驱动弱化、情境整合受限和情境合作受阻等偏差。研究认为,要走出实践误区,教师就应把握主题内涵,设计真实情境;灵活设计问题,创设探究情境;关联学科知识,构建整合情境;组织多元活动,优化合作情境,进而实现“任务群”深度教学的持续发生和学生核心素养的有效提升。

作文教学与单元整合:大单元视域下的初中语文作文教学策略——以八年级下册第五单元为例

随着部编版初中语文教材的使用,“大单元教学”的教学方法开始逐步应用到初中语文作文教学领域。大单元作文教学创新了教学形式,给当前的语文作文教学的课堂注入了新的活力。但是由于一线教师对于大单元教学的理论还未完全掌握,还存在教学目标偏差、忽视课堂教学实践、评价方式单一等问题。基于此,教师在进行大单元教学与语文作文教学融合时,可以从教学目标的确立、教学情境的创设、教学活动的设计以及教学评价的转变四个方面进行思考和探索,促进学生语言的运用和思维的提升。

启发式教学在初中信息技术教学中的运用探究——以“物联网应用”为例

信息技术在初中教育阶段占据非常重要的位置,随着时代的进步和科技的发展,信息技术的重要性更加凸显。为提高初中信息技术教学质量和水平,教师们不断探索和实践各种教学方式。启发式教学以其独特的优势,被广泛运用于初中信息技术教学中。启发式教学是一种以启发学生思维为核心,通过引导学生主动思考、探究和实践,达到提高学生综合素质和能力的教学方式。初中信息技术教学运用启发式教学,可采取以下策略:任务驱动,激发兴趣;层层深入,步步推进;案例分析,问题导向。

核心素养视域下初中物理生活化教学策略探讨

初中物理教学需要深入践行新课标理念,大力实施素质教育,培养学生物理核心素养。生活化教学能丰富物理教学内容,拓宽学生的视野,可以激发学生的学习兴趣和动力,让学生更加科学主动地探索物理奥秘。文章结合新课标对初中物理教学的新要求,阐述核心素养视域下初中物理生活化教学的内涵,提出核心素养视域下初中物理生活化教学的策略,旨在促进学生对物理知识的理解和应用,培养他们的物理应用能力。

基于教学评一致性的初中数学教学策略研究

教学评一致性是新课标对初中数学教学提出的明确要求,也是补足初中数学教学短板的关键。教学评一致性理念的提出,给初中数学教学提供了全新思路,不仅能保证初中数学教学的顺利进行,还能提高初中数学教学质量,提升学生数学学科核心素养。基于教学评一致性的初中数学教学可采取以下教学策略:依据评价建议,完善教学评基础设计;融评于教,优化学生学习过程;建立多元评价主体,坚持教学评一致性。

语文教材中朱自清作品的教学策略探微——以《春》《绿》为例

朱自清是著名作家,其文学成就很高,初中语文教材选入了他的很多作品。文章以《春》《绿》为例,首先介绍朱自清作品的特点,然后论述初中语文教材朱自清作品的教学理念,最后从五个方面阐述初中语文教材朱自清作品的教学策略:互动分享,慢慢深入,走进朱自清的世界;强化朗读,对比分析,体会优美语言;问题驱动,合作探究,感受抒情;加强教学熏陶,引导关注,鉴赏女性意象;课内外结合,强化训练,培养联想与想象能力。

初中美术大单元“教、学、练、评”一致性教学探讨

随着教育改革的深入推进,初中美术教学越来越受到关注。初中美术大单元“教、学、练、评”一致性教学对于提高教学质量、培养学生创新思维和促进学生的全面发展具有重要意义。文章分析“教、学、练、评”一致性的内涵,强调美术大单元“教、学、练、评”一致性教学的意义,探讨新课标背景下初中美术大单元“教、学、练、评”一致性教学的策略,旨在实现初中美术教学的最优化,提高学生的审美能力和创造能力。

“概念图”在初三数学复习课教学中的运用探研

基于初三数学复习课的教学实际,教师可以概念图将数学知识脉络清晰地呈现在学生面前,启发学生思考,强化学生对抽象数学概念的理解、对知识之间联系的把握,进而使学生形成个性化的数学知识框架,提高复习的质量和效率。在具体实践中,教师可以概念图展示引导学生回顾知识,以概念图绘制引导学生梳理重点知识,以概念图优化引导学生完善知识体系,以概念图运用强化学生的数学训练,以概念图拓展促使学生迁移知识,以概念图回归加强师生的反思总结。