Study And Practice On The Inquiry Teaching Approaches Of Geometry For Junior Middle School

The new mathematics curriculum standards set higher requirements for mathematics teaching in junior middle school, but the gap of practice and theory remains. The new mathematics curriculum standards have just been on for several years while teachers attempt to use the theories in teaching. Teachers have made a series of attempt and exploration in geometry teaching in junior middle school. Although they have gained training of various forms, they find the methods in theory are impractical in some cases. Thus it is urgent and fundamental to research the inquiry teaching mode of geometry for junior middle school under the new curriculum standards.The new mathematics curriculum standards advocate the interaction between teachers and students in class and encourage students to study and explore actively. Students should get knowledge through the complicated learning process ,such as observation, experiment, guessing, calculating, reasoning and validating. The imparting and master of knowledge are the fundamental aims of the traditional maths course. While the new mathematics curriculum standards have an extension for basic ideas and experience besides the basic knowledge and skills. It puts emphasis on developing students' indepent learning abilities to find out problems and raise these problems as well as the abilities to analyze and solve problems.In this paper we analyze and study the theory and practice of the inquire teaching of geometry in junior middle school under the teaching concepts and requirements in the new mathematics curriculum standards.The author compares the different requirements for geometry course of junior middle school in the mathematics curriculum standards both at home and abroad, in order to study the requirements for the teachers in the structure of knowledge, teaching thoughts and teaching methods. The author discusses several implementing strategies of inquire teaching and points out the implementary approaches with a number of teaching cases.Inquire teaching and merely-lecture method are completely different. The inquire teaching, which is learner-centered, let students communicate and operate in class, and there is much chance for students to ask questions. Students, on one hand, gain the scientific knowledge and skills by the experience of finding out problems and solving these problems, and, on the other hand, form their scientific attitude.There are some features in inquiry teaching. Students themselves find, observe and solve problems, meanwhile, they are active and as a result, they gain knowledge from the process rather than from the teacher. To develop students' ability and spirit of research. To cultivate students' ability of making conclusions from the details in different ways.The changing direction of teachers should involve in the consideration of the following aspects: how to make reasonable extension for the basic knowledge and skills in maths teaching at the stage of the compulsory education; how to avoid "speaking nothing" in the trend of "less speaking" while teaching; how to carry out teaching of the concept of space effectively. What's more, the development of students' ability is more important than the complement of teaching process, so the use of multimedia demonstration should depend on whether it can help to show the process of making conclusions or not.This paper is based on practical teaching. Several implementing strategies of inquire teaching are pointed out: create situation to motivate students' interests in seeking, induct the inquire process by experimental operation, integrate the modem teaching technology and teaching cases and cultivate students' creation by variant training. The new mathematics curriculum standards emphasizes not only the leading role of teachers but also the interaction between teachers and students.