Inquiry-Learning-Based Classroom Teaching Design In Mathematics

At present, the new Mathematics Curriculum Standard for Middle School and the new Mathematics textbooks require more space for inquiry learning. Emphasis is being laid on the development of both students' innovation spirit and their practice ability. The core of inquiry learning is to raise students' innovation spiri At present, the new Mathematics Curriculum Standard for Middle School t and practice ability. Therefore, it has become more urgent to carry out inquiry learning in the middle school mathematics teaching, to further deepen the education for all-around development and to enhance the middle-school student mathematics accomplishment comprehensively.Although much success has been achieved in the research and promotion of inquiry learning, unsatisfactory phenomenon remain existent, which lies in the divorce of theory and practice in classroom teaching.This teaching thesis focus on the particular methods in contents-choosing, processing steps and study assessment via carrying out inquiry learning in mathematics teaching in middle school, with the intention of searching for a practical way for inquiry learning. To emphasize students' main learning status when designing mathematics classroom activities and to direct students to participate actively and open-mindedly in the learning process is suggested in the thesis. Students are hoped and helped to acquire academic knowledge, basic skills and better their learning attitudes by joining in active exploring, expressing and communication.Inquiry-learning-based mathematics classroom teaching has two obvious characteristics. One is question-based teaching contents, which means classroom activities are designed related to academic questions. And the other is explorative processing, which requires teachers to create learning atmosphere by offering useful materials and organizing them to research thoughtfully. Students are encouraged to find out academic truth and solutions to problems themselves.This teaching thesis introduces six types of effective classroom teaching designs. They are teaching designs of mathematics questions, of mathematics concepts, of mathematics exemplary exercises, of example conclusion, extension and application, of mathematics application in reality, of choosing life-experienced materials and of teaching material synthesis. Each type of teaching designs are detailed explained and tested via typical examples.