A Study On The Design And Practice Of The Teaching Of The Second Year

Under the new curriculum standard, mathematics classroom should be with the students’ cognitive development levels and the basis of the existing experience, teachers’ teaching must face all student, pay attention to the heuristic and according to their aptitude.Classroom teaching is the main position of student’s study, classroom teaching model will directly affect the effectiveness of student learning. In this paper, based on the related teaching theory and combining with the middle school mathematics teaching practice, teaching mode of the students’ ability of autonomous learning, build the suitable for ordinary "pilot study case" in middle school mathematics classroom teaching mode. This paper mainly studied the following issues:1. what are the problems guide case teaching;2. How to further optimize the design of the learning case;3. The effective teaching of learning how to reasonable use case, find the learning strategy of case teaching.In this paper, experimental study is given priority to, supplemented by survey method, observation method. Through the literature review about the present situation of junior middle school mathematics learning case teaching mode has carried on the comprehensive system of research, to find the existing problems of guide case teaching. Of this study is based on the author’s school second day more than 100 students in grade as the research object, through to the teacher and the student questionnaire survey, interview after understand the current situation of mathematics classroom, to guide the development of case teaching systematic expatiation is made from theory to practice, and on this basis, the one-year contrast teaching experiment of effect of the application of guided learning case teaching mode of experiment has carried on the statistical analysis, the more reliable experiment conclusion:1. "Guide learning" teaching implement the subject status of students, cultivate the students’ good learning habits;2. Improve the quality of teaching, creating a loose, interactive classroom teaching atmosphere. Through the classroom teaching of bilateral activity between teachers and students, deepen the communication between students and teachers, is good for classroom teaching glow vitality and effectiveness;3. The students improved understanding of the knowledge ability, the knowledge structure, and the framework than before more clear, clear, make achievement also had the very big promotion;4. Learning guidance in the design and research, greatly increasing the teachers’ professional quality.