Practice And Exploration Of Inquiry Teaching In High School Mathematics

With the development of the times, new curriculum standards have been proposed, which have a higher demand to China's elemental education. Traditional education has been unable to meet the needs of today's social development. In more than a decade on the basis of teaching practice, the author has been studying the inquiry teaching in high school mathematics, and has made remarkable achievements. Inquiry teaching is the basis for new education programs, the teaching method is also one of the new rounds of basic education curriculum reform which people concern. Inquiry teaching in mathematics at the frontline teachers in recent years has undertaken a number of specific researches, promoting the use of inquiry teaching has become the consensus of the broad masses of math teachers. But in high school mathematics teaching practice, how to choose the appropriate organizations to explore the content of teaching is still a question worth exploring. Therefore the establishment of a highly workable teaching model is essential to meet the current high school math teaching in the new curriculum reform .The essay puts forward the method and the main features of inquiry teaching in high school mathematics using literature research and analyzes the conditions of carrying out the teaching method. Inquiry teaching is a positive learning process, mainly referring to the students in the fields or in real life situations, by identifying issues, research, hands-operation, collection and processing of information, expression and the exchange of inquiry activities to achieve access to knowledge, and emotional skills, attitudes and a learning experience and learning process. The main features are that inquiry is a fundamental way to explore human understanding of the world, humans for the continued exploration of the unknown in the field of the development. Students have a high degree of subjectivity. Inquiry teaching in mathematics is completed by the students themselves; mathematical inquiry teaching is open; mathematical topics focus on students'learning experience in the process of learning. But the inquiry teaching high school mathematics requires certain conditions: the focus of the inquiry is a difficult target to study mathematics, to explore the basis of need a certain amount of mathematic knowledge and mathematical knowledge structure. Inquiry teaching is developed on the basis of scientific research methods, combining features of teaching high school math created by the teaching methods. The authors mainly authors from views of psychology and mathematics education theory, including Bruner's theoretical study of discovery and Vygotsky's "the development of the neighboring district".In this paper, the writer discusses on how to conduct the inquiry teaching by using analysis of case studies in high school math teaching. First, both teachers and students are discussed in the inquiry teaching in the role, then the general pattern of teaching are recommended and then the writes analyzes the principles of teaching and teaching strategies, and demonstrates how to carry out the method by combining with cases in teaching. The essay focuses on how to choose the inquiry content and questions in high school math classroom teaching course.The experiments in high school teaching confirmed that inquiry teaching in high school math teaching can mobilize the enthusiasm of students to learn mathematics and to stimulate interest in students: high school students significantly improve the mathematical average scores, and develop students'ability to analyze and solve issues, also reduce the burden on students. However, this study also is fully aware that inquiry teaching in high school mathematics has certain limitations. At present, in high school math teaching, shortage of time is an outstanding problem, while the inquiry teaching needs more time. If all the elements are used to carry out inquiry teaching, not only the teacher does not have enough time, but also students will be afraid that it is a waste of valuable time. Therefore the writer recommends that in the teaching of mathematics teachers should prevent one-sided understanding of inquiry teaching and one-sided emphasis, we must try to use a variety of teaching methods.