High School Math, "experiential" Teaching

In the situation of the national quality education reform,and in the context of our country formulating and publishing National education reform and development of long-term planning programs(2010-2020),the implementation of experience mathematics teaching in high schools is necessary and feasible. Experience mathematics teaching in high schools is not only a classroom teaching model, but also a teaching concept.The so-called experience mathematics teaching in high schools means in the process of teaching mathematics in high schools, according to the theory of pedagogy and psychology, together with the psychological characteristics of high school students and cognitive rules, teachers actively create a good teaching environment, to stimulate students'interest, curiosity and thirst for knowledge, and to guide the students to actively participate, willingly cooperate and exchange. In that process students understand and apply knowledge though their own experience, and therefore they will have a positive emotion, so as to develop capacity, generate meaning, and achieve the spirit of teaching.Through experience mathematics teaching in high schools, teachers can improve high school students'interest in learning mathematics, mobilize their enthusiasm, increase their cooperation and communication skills, and develop their creative ability, awareness of application and practical ability.This paper describes the concept of experience mathematics teaching in high schools and discusses the feasibility and specific implementation and operating procedures,from the theoretical base, the siginificance and methods, the organizational form and the procedure of carrying out the experience mathematics teaching. Through experimental studies, the writer further validates the effectiveness of experience mathematics teaching in high schools.The purpose of this study is, in the context of the quality education reform, to explore the effectiveness of experience mathematics teaching in high schools and then put forward practical operation. This paper mainly adopts literature research, experiment, survey questionnaire, case studies and comparative studies and other research methods.This study mainly consists of four parts:The first part is an overview of experience teaching. This section focuses on the concepts of the mathematical experience and experience teaching, discusses the theoretical basis of experience teaching, summarizes and analyzes the characteristics of experience teaching.The second part is about the organizational form of experience mathematics teaching in high schools. This section introduces some commonly used specific forms of experience mathematics teaching in high schools. The main forms of organization are creating teaching situation, organizing activities of cooperation and exchange, organizing mathematical experiment, organizing mathematical lectures,developing forums, organizing social practice activities.These forms can enable students to generate positive emotional experience, and enhance awareness of cooperation, strengthen communication skills,get emotional experience of success and experience the applications of mathematics in life.The third part is about the procedures of implementing experience mathematics teaching in high schools. This section focuses on the specific implementation procedures of experience mathematics teaching in high schools and draw a visual flow chart of the implementation procedures. The implementation procedures are roughly divided into three major areas, namely, previewing link, link to explore at class and the link of expanding after school. Through bilateral interaction of teachers and students, we can achieve the organic unity of teaching and learning of experience teaching. In teaching, by providing preview materials, creating the situation to introduce the new topic, guiding cooperative study, providing variant training, testing at class, guiding classroom reflection, designing after-school extension and other forms of teaching, teachers enable students in the learning process to produce the positive emotional experience, experience the formation of mathematical knowledge. Ultimately the students get their own knowledge, and digest the mathematical knowledge.The fourth part is about experimental study of experience mathematics teaching in high schools. In the course of the experiment,through the selection of the experimental classe and the control classe, as well as the strict operation and control of the experimental variables, the writer gets the first hand data about experimental classe and control classe before and after the test. Through analysizing the the experimental results of the data, the writer ultimately verifies the feasibility and effectiveness of implementating experience mathematics teaching in high schools.It is argued that experience mathematics teaching is beneficial to teaching mathematics in high schools from theory and practice.