| As the basic education curriculum reform is in full swing, the new curriculum idea that "For Chinese nation’s revival, for each student’s development" is gradually getting deep into the educators’ heart. Based on this concept and the current status of primary and secondary education, the new curriculum reform put forward new requirements to teachers’ teaching methods and students’ learning style. In view of this, the author takes "independent·cooperation·inquiry" as the research topics, conduct research.This paper take "independent·cooperation· inquiry "learning as a whole comprehensive study, Change the previous research model which is study separately. At the same time, closely combining the reality of the current elementary school mathematics classroom teaching, through questionnaires, interviews with key figures and classroom observation, I found that "independent· cooperation· Inquiry" learning does exist in the sample schools and elementary mathematics teachers made some encouraging results in the implementation of such a learning mode, of course, also exposed some problems. I hope that through targeted research, I can make some suggestions to help teachers optimize the solution of the existing problems, thus contributing to the development of this new learning model.This study mainly expanded from six content areas:The first chapter, introduction. Against the background of three new learning model:independent learning, cooperative learning, inquiry learning which is proposed the new curriculum, the author based on requirements of the new curriculum, focusing on the current status of elementary school mathematics learning, proposed a" independent· cooperation· inquiry " learning mode, making a analysis of the purpose and significance in this part. And review of the relevant literature at home and abroad. Writing literature review is the focus of this chapter.The second chapter, the theoretical analysis. In this part, related concepts are defined. And expand the analysis from the aspects of connotation, features, and implementation value of " independent·cooperation· inquiry " Meanwhile make a theoretical analysis of the implementation of this learning model around the humanistic theory, constructivist theory, discovery learning theoryChapter III, study design. This section is designed for the entire investigation; I chose4classes which are2-5grades from Xi’an primary school for the study, And designed three research tool:"independent·Cooperation·inquiry "learning student questionnaire","Survey interview outline of the implement of independent·cooperation·inquiry"learning and "Primary Mathematics"independent·Cooperation·inquiry "learning Classroom Observation Form"The fourth chapter, investigation and analysis. This section makes a system analysis to the entire process of investigation. I compiled the content of Interviews with principals and teachers. And analyzed the survey results from four dimensions: Teaching, learning, student interaction and teaching evaluationThe fifth chapter, analyzes the status of implementation. This section is based on the analysis of Chapter IV, obtained some achievements in the process of implementing "independent·cooperation·inquiry "learning. Such as Independent research and development activity curriculum; Hands-on activity in class; change teaching methods and student learning styles etc. but also exposed some problems, such as classroom teaching is still teacher-centered; The teaching method is too formal is widespread; teaching process does not focus on the students’ self-reflection; still focus on four aspects of the examination and evaluation functions.Chapter VI, the recommendations of Implementing. This recommendations raised in this part are based on the problems of the fifth chapter, including four aspects: changing the concept of teachers and students, Create a loose learning environment of democracy, Strengthen the teachers’ training and research; Change evaluation mechanism and so on... |
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