A Probe Into The Teaching Of Senior Middle School Under The Guidance Of Recent Development

In the1930s, the former Soviet educators Vygotsky creatively proposed the"Zone of Proximal Development (ZPD)" theory, setting off a wave of research boom.This paper studies three aspects: first, the detailed explanation of development of ZPDtheory; second, how to identify and enter the ZPD theory has been studied; third, howto apply ZPD theory into teaching Sequence in senior high school is explored. Thispaper includes the following points:First, this paper, the theoretical background and the investigation status at homeand abroad of ZPD theory are described. Combining with new curriculum, itintroduced the importance of Sequence in high school mathematics curriculum, andthe existing problems,discusses the ZPD theory to the number of columns in theimportance of teaching.Second, this article made a detailed interpretation of ZPD theory, and theapplication of this theory to the teaching process. We must first determine the twolevels of student’s development-the reality of the level of development and thepotential level of development, region between these two levels is the "zone ofproximal development". ZPD is personal and dynamic process of development, thetheory reveals the dialectical unity between teaching, learning and development.Teaching should come in front of the development of the critical period to seize thebest teaching to help students transfer the potential level of development into realitythe level of development, and create a new zone of proximal development. In thecourse of this cycle, teachers should note the dynamic assessment of students, so thatstudents get a better development.Third, in this paper, according to the principles and methods of ZPD theory. Itdetermined to work out the approach of applying ZPD theory into teaching ofSequence in high school. First, recent developments in the region, led by the old andnew to stimulate interest, analogies introduced, setting doubt, from easy to difficult,from the particular to the general design methods appropriate teaching situation;secondly, by providing support, helping students enter the recent development area; third, contacting real life, students in the zone of proximal development applicationawareness; then, rational use of recently developed areas, so that students’ cognitivestructure rationalization; and finally, after-school science set thinking questions, thecreation of zone of proximal development.Fourth, in this paper, with the guidance of the theoretical method to determinethe zone of proximal development, two parts of the two classes of Tai’an CityDongping Lake Secondary School Teaching of experiments carried out. First, thenumber of columns in conjunction with the relevant mathematical ideas, methods andmathematical knowledge associated with the preparation before the test volume,according to test results to detect the reality of two classes, dividing the experimentalclasses and control classes, the implementation of the experimental class "zone ofproximal development "the teaching of the theory under the guidance; secondly,depending on the dimensions of study before the test volume, combined with the levelof development of the test results realistic analysis of the experimental classes ofstudents, and to predict the potential level of development of students to obtainstudent zone of proximal development; again, in recent developments in the area ofteaching students to be the number of columns exploring the theoretical guidancethroughout the mathematics teaching; and finally, at the end of teaching arithmeticsequence and geometric sequence of teaching, writing papers on the two classes ofstudents tested, the three test results were statistically analysis.Fifth, statistical analysis of the three test results data, compared to the two classesof this article around three times the data, combined with classroom teaching andteaching time, the study found: the ZPD theory to explore the Sequence in theteaching of, for the number of columns teaching remarkable results teaching can notonly shorten the time to teach, and the students’ initiative and improved, greatlyenhanced interest in learning, learning potential has been developed, progressivecognitive level of development has been greatly improved, the overall studentachievement has been improved, especially class winners and Medium-progress isrelatively large.Six, according to the ZPD theory and practice in mathematics teaching process, I get inspiration from the profound teaching concept, teachers outlook, outlook onstudents, teaching evaluation concept, etc., and at the paper summarizes the existenceof deficiencies.