[01] Zezhong Yang, School of Mathematics and Statistics, Shandong Normal University, Jinan, China. [02] Cui Enling, School of Mathematics and Statistics, Shandong Normal University, Jinan, China.

With the continuous deepening of new curriculum reforms, schools and society have higher and higher requirements for middle school mathematics teaching. Classroom teaching is the core of mathematics teaching, which makes many educators attach great importance to mathematics classroom teaching, this has led to many types of research on the quality of middle school math classroom teaching. But it is not clear to what extent these studies have reached. So we have done a review of the literature in the CNKI in the past ten years by using the literature method, and the conclusions are as follows: (1) The research on the quality of middle school mathematics classroom teaching has mainly focused on the problems in middle school mathematics classroom teaching and the measures to improve the quality of mathematics classroom teaching. For these two aspects, predecessors have conducted more in-depth research and achieved results. More often, because the researchers are mostly middle school teachers, they have certain reference significance for teaching measures. (2) There are still some problems in the existing research: the existing literature mostly adopts the method of theoretical speculation, and there is few empirical research, so it lacks a certain degree of scientificity; in terms of the solutions proposed by the predecessors, some measures lack certain practical effects, and the explanation of the measures is also relatively general. (3) There are still some gaps in existing research: the current physical condition of teachers has become a major factor affecting teaching efficiency, but no scholars have proposed certain solutions to this problem; few researchers consider the design of math classrooms from the study habits and psychology of students with learning difficulties. Therefore, future research must use empirical research methods based on existing research, implement solutions to actual classroom teaching to verify the actual effectiveness, and consider the design of mathematics classroom from the physical condition of teachers and the learning condition of students with learning difficulties.

Middle School, Mathematics, Classroom Teaching, Teaching Quality

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