Mathematics Inquiry Learning And Implement Research

Inquiry learning rises as a new educational notion, curriculum form and learning style with curriculum reform. The enforcement of"The Full-Time Ordinary Senior Middle School Curriculum Plans (experimental revised edition)"in 2001 listed inquiry learning as compulsory course, meanwhile provided the institutional support and guarantee for it. In the same year, the enforcement of"Ordinary Middle School Inquiry Learning Enforcement Guide (experimental edition)"enabled inquiry learning to develop into a practical phase.This thesis analyses the connotation and properties of mathematics inquiry learning proceeding from the connotation and history of inquiry learning. On the basis of research and analysis of classroom teaching current situation, the thesis proposed the goal-setting of mathematics inquiry learning and probes into relevant theories from the viewpoint of course design and guide of"Mathematics Curriculum Standard". Two points are proposed with reference to the enforcement of mathematics inquiry learning. The first one is that inquiry learning should be closely connected with mathematics course. In this part, the thesis discusses the source of research topic, classroom teaching design, assessment of classroom inquiry learning process and the concrete classroom research case. The second one is to develop inquiry learning with reference to students'daily life, making it as an organic growing point out of mathematics classroom teaching. Of this part, the thesis discusses the properties of inquiry learning which is based on social practice and classroom teaching, concrete enforcement design and classical case. The thesis also discusses the assessment of inquiry learning. Two questions concerning with the enforcement of inquiry learning illustrated finally. On the one hand, the gradation of mathematics inquiry leaning should be concerned. For example, seize students'characteristics and teaching aims, the difficulty of inquiry learning, different forms of mathematics inquiry learning and the gradation of teaching instruction at different phase. On the other hand, how to reduce the negative feedback of inappropriate arrangement should be concerned. For example, arrange and design mathematics inquiry learning, help students appropriately arrange time, and reinforce mid-term instruction and methodological instruction with reference to mathematics teaching content.