| The US's being one of the great powers in the world is closely related to its education. The achievement made through the US science education since 1950s was exploratory teaching. In 1996 the US released National Science Education Standards, which centers on exploratory teaching. The aim of this essay is to reflect the points in common as well as different between the teaching approaches adopted by the US and China in the field of middle school math education, so as to better draw upon the advanced teaching philosophy of the US and then develop exploratory teaching with our own characteristics.This essay focuses on three typical cases of US mathematics exploratory teaching listed in the US mathematics magazine The Mathematics Teacher. Through the methods of literature research, case analysis, qualitative and quantitative research, this essay analyses teaching pattern, instructional design, teaching content, based on which this essay sums up the characteristics of the above cases, and makes suggestions about how to smoothly apply and develop exploratory teaching in China.The researching finding made in this essay shows that US exploratory teaching lay emphasis on inducing students'active learning; on students'discovering, acquiring, and understanding the origin of knowledge by themselves; on positive teaching evaluation. Another major researching finding is that making use of tables and figures to direct exploration by students can both induce students'active thinking through pre-designed questions to explore the essence of knowledge, and at the same time satisfy students learning requirement, whatever levels they are. All in all, tables and figures is a favorable instrument in exploratory teaching.This kind of research is beneficial to better development of exploratory teaching, clearer understanding of class teaching in China. Hopefully the researching findings stated in this essay will provide reference to instructional design and teaching content selection.
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