The author is working in a provincial key school where high school students are highly motivated in learning math. It is our long-term research subject how effective guidance of teachers to students and the mutual learning among students help them learn how to learn. Our school mathematics attempts "Guidance case" teaching in 2008. This teaching model followed the principles of students being the main body, timely guidance to guide the case study as a carrier, regulation as a means of teachers, focusing on study method, highlighting the self-learning, focusing on students self-learning ability and good study habits. For teachers to guide students to carry out independent study provides some help.But with the depth of this teaching research and practice, I find guiding role of the current Guidance case is not obvious, lacking good operational and replicability. Thus we concluded that in the first phase of our school Guidance teaching the content in a different case design is not enough in contrast and distinction. There is no class for different types and content of the Guidance to make reasonable changes in the case. In this study, literature, action research, case study, lessons learned and other research methods, teaching and research in mathematical propositions as the starting point, and guidance will be effective in teaching of mathematics when integrated with mathematical proposition on the first round of the case. Guidance revised is to enable students to experience and strive to take the initiative to discover, learn to think independently, and actively explore the process of mathematical propositions, mathematical proposition in order to obtain the knowledge, so as to equip society to adapt to the future and further development of the necessary mathematical knowledge, mathematical thinking and application skills. The thesis is divided into five chapters.The first chapter is the answer. First the paper introduces the background issues, analyzes the case of teaching and Guidance status of teaching mathematical proposition, and then describes the research ideas and methods.The second chapter is the theory of mathematical proposition being applied to the case of teaching. First, this study will define the relevant concepts. Secondly, importance of the case is to be highlighted: to promote the education of teachers teaching the concept of thinking and a fundamental shift; help promote active learning, enhance learning ability; improve mathematical proposition as an important means of teaching , guiding both cases remain Mathematics "double base" the successful experience of teaching, but also give full play to the dominant position of students. Finally, this case applies mathematical proposition Guidance in four of the theoretical basis of teaching. Combined with a large number of research and teaching practice, proposed Guidance used in the case of teaching mathematical proposition follows three principles: a combination of concrete and abstract principles, of combining with the strict principles of motivation and the process of combining the principles.Chapter three is the core of this article, describing the new curriculum standards, the propositions of mathematics (axioms, theorems, properties, formulas and rules), the Guidance in the case of teaching the design and implementation of all aspects to be discussed, and instructions in specific cases.Chapter four Guidance provides questionnaires and interviews in the case of teachers and students using teaching proposition. By sorting the results of surveys and interviews, we concluded: the revised proposition in mathematics teaching for teachers and students played an active role in optimizing the classroom teaching of mathematics teaching proposition, reducing the pressure of teachers, accelerate the change of concept of teaching to enhance teaching of teachers the ability of the mathematical proposition; also reached to enhance awareness of independent learning, students good study habits, improve classroom efficiency.Guiding the case for the teaching of mathematics proposition provides a teaching model and operational tools, has been recognized by teachers and students together.Chapter five points out the lack of research and improvement. The classroom teachers work to make a study guide, but the guide of the work of teachers is not expected to be started. The case does not involve the influence of the use of a mathematical proposition Guidance on teaching high school students. In future studies we will continue to pay attention to it. |