High School Mathematics "independent Mutual Learning Classroom Teaching And Research

Our new round of basic education curriculum reform advocates active partic-ipation, willing to explore, diligent hands of students, to train students'skills to collect and process information, access to new knowledge, analyze and problem solv-ing and ability to exchange and cooperate. In order to achieve the requirements of the curriculum reform, schools and teachers are taking positive actions, and striving to explore new teaching model. The research of teaching promoting independent learning and cooperative learning are after another. Independent study with the help of the classes teaching mode which first appeared in Weifang, and gradually extended has a greater impact. However, the teaching lacks systematic research, existing the phenomenon of mechanical imitation and the blind use in teaching, giving teaching a certain degree of confusion. In order to solve the above prob-lems, this study which are on the theoretical basis of independent and cooperative learning, learns some views of contemporary educational theory of constructivism, uses literature study and research method, studies the self-mutual learning class and teaching mode deeply, provides a new perspective for high school mathematics classroom teaching.This article is divided into six parts, the main contents are as follows:Chapter One:Questions proposed. On the background of curriculum reform from top to bottom all over the country,it describes the situation of the mutual self-study learning classroom. On the basis of situation it analyse the value and significance of this study.Chapter Two:theoretical basis.It briefly introduces the main points of inde-pendent and cooperative learning and demonstrate feasibility and rationality based on the two theories.Chapter Three:The interpretation for mutual self-learning of classroom teach-ing.It gives a comprehensive analysis mutual self-learning of classroom teaching from aspects of teaching, characteristics, value and Role Orientation of teachers and students.Chapter Four:The survey of mutual self-learning of classroom teaching.Design and measure the self-learning attitude actually, carries out random sample survey for the case study Guidance, cooperative learning and demonstration,and analyse the results of survey. Chapter Five:teaching strategies.According to the survey results and the in-terpretation of classroom teaching, present teaching strategies related to the case study Guidance, cooperative learning and display communication.Chapter Six:For the different requirements of concepts, propositions classes, recitations, lectures and recitation assessment papers for math lessons, it does minor adjustments on the basis of basic teaching links of the self-mutual learning classes and designs teaching models for five types of class respectively. This is a useful attempt to apply the research results into teaching practice.Based on the above research, you can get the following conclusions:1. The self-mutual learning classes promote independent and cooperative learn-ing, change the role of teachers and students and the form and content of teacher-student interaction compared with traditional teaching, so it is a student-centered teaching mode. The basic links of teaching model are "pre-class self-study, group solidarity, showing the exchange, elegant explanation to upgrading, testing feed-back, classroom summary", with the following characteristics:Case study guidance is the basis, demonstrating the exchange is the central link in teaching, students construct learning content many times, the teaching process on the basis of the default builds gradually, and the relationship between the students set up on coop-erative, but also somewhat competitive. Teachers and students both have multiple roles. This position of the multiple roles highlights the Subjectivity and intersubjec-tivity participants in the classroom. The self-mutual learning classes are useful for cultivating self-learners and learners working with others. Students gain knowledge and enhance ability, while teachers receive professional development.2. The main teaching strategies of the self-mutual learning classes are Case study guidance, showing the exchange, cooperative learning compared with tradi-tional classes. Survey shows that the majority of students hold a positive attitude to these three kinds of. teaching strategies. Survey results also show issues of too many members of groups, teachers'ignoring the social skills about teaching, design quality of learning text is not high, showing the 1 exchange lacking of flexibility and so on in actual teaching. Teachers need to adjust and improve the teaching strategies to address these appeared issues.3. It propose strategies of the case study of guidance including:Learning Plan should cover the complete process of teaching; They monitor the situation of students'Case study-guidance, collect information timely and give students appro-priate guidance. They designs the case referencing to the classification of knowledge; They creates the situations which are easy to construct new knowledge for students; Action verbs with clear semantic are used to state learning objective.Cooperative learning strategies include:They teach students social skills and group work skill-s;They promote students positive interdependence with a variety of ways;They are flexibility in determining size of the group; the ratioof cooperative, competitive and individualized learning is allocated advisably.Show class strategies include:Make every student feel the pressure and responsibility; Keep training students the ability to lecture; The show activities is made into "the meeting of thesis"; Both speed and efficiency are considered.Studies of theory and practice have shown that mutual self-learning teaching model can adapt to the needs for mathematics teaching under new curriculum refor-m, be worth to promoted widely, and provide some references of theory and practice for a new round of curriculum reform in mathematical inquiry teaching,while they will provide guidance of theoretical and practical for science teaching to implement innovative education further.