Investigation And Research On The Mathematical Exploration Column Of Compulsory Teaching Material In

In April2003, the Ministry of Education officially released the "ordinary high school mathematics curriculum standards (experimental)",which pointed out:"through the establishment of ’mathematical inquiry’,’mathematical modeling’ and other learning activities, a proactive and diverse learning conditions should be created for students to stimulate their interests in learning mathematics and encourage them to form the habits of thinking independently and exploring actively in the learning process, so that students’ sense of innovation will be developed". In order to meet the needs of the curriculum reform, the compulsory teaching material of Jiangsu set up " thinking","explore" and other mathematical inquiry columns.The author conducted a survey on51mathematical teachers from five schools in Nanjing who use the compulsory teaching material of Jiangsu.29questions were designed in the survey which mainly focused on three aspects:the degree of recognition, the degree of satisfaction and the implementation of teachers. The findings are as following:(1) Most teachers recognized the value of mathematical inquiry columns for students and the teaching materials. Teachers believe that the value of the exaltation of the understanding of mathematics knowledge for students, strengthening the interests of learning of students and the role and value of mathematical inquiry columns in the conscious of independent research and cooperation of students; reduces in accordance with the order. Teachers believe that the value of "thinking"," exploration","explore&develop","mathematical inquiry","question-and modeling","exploring the case","job training" and other columns reduce in accordance with the order;(2) Most teachers are satisfied with mathematical inquiry columns. Teachers believe that the degree of satisfaction of the selection of material, the expression of character, the number of mathematical inquiry columns, matching degree of mathematical inquiry columns with other content of the teaching material, feasibility, difficulty level, the presentation of mathematical inquiry columns reduces in accordance with the order;Teachers believe that the degree of satisfaction of the "thinking","exploration","explore&develop","mathematical inquiry"," question and modeling","exploring the case","job training" and other columns reduces in accordance with the order;(3) There are great differences in how to use mathematical inquiry columns for teachers. Teachers have different opinions. Teachers believe that the frequency of use of the "thinking"," exploration"," explore&develop"," mathematical inquiry "," question and modeling "," exploring the case "," job training "and other columns reduces in accordance with the order;(4) Teachers’seniority and teams they belong to has more significant impact on how to use mathematical inquiry columns and evaluate mathematical inquiry columns.According to the findings, the author gives the following recommendations:(1) Suggestions to make mathematical inquiry columns:the role and value of mathematical inquiry columns should be enhanced in the conscious of independent research and cooperation of students; enhance the matching degree of mathematical inquiry columns with other content of the teaching material, improve the feasibility of mathematical inquiry columns; to improve the presentation of mathematical inquiry columns; to improve the columns of "explore case"," problem and modeling "," internship jobs " columns.(2) Recommendations for math teachers:the teaching of mathematical inquiry columns should be penetrated into daily classroom teaching; the teaching of mathematical inquiry should be consistent with the teaching of mathematical inquiry; to strengthen the exchange of teachers from different schools and different seniority.