Mathematics Teaching Practice And Exploration

Open-ended teaching approach is stated relatively to the close-endedteaching approach. Since 1970s, with the statement of "Open-endedproblem teaching approach" by Japanese scholars, "Open-ended teachingapproach" has become the pop topic in the international math educationalarea. During the lately past two decades, "Open-ended problems", as thebasis of the "Open-ended teaching approach", has been experienced in theteaching experiments around China. On the basis of the former researches, I have tried to use the"Open-ended teaching approach" carried by the "Open-ended problems" inthe daily math teaching practice. Teaching researches shows that the agility, diversity and opening of the"Open-ended problems" stimulate the participation of students. Everystudent can realize the inner active construction of studying on the basis ofthe previous acknowledgement. They are encouraged to thinkindependently, discover the problems, raise queries and do the researches.With the instruction of the teachers, in the process of discussing with thestudents, the students may raise great interest in math learning; through theactive researches, cooperation and communication, the students may set upthe confidence in learning math, improve the ability of thinking andsolving math problems, and develop good personalities. This essay emphasizes the combination of theories and practice, andlots of researches of teaching examples have been done. Having chosenthis pop topic, the purpose of this essay is to talk about the experience andreflection of the "Open-ended teaching approach" by the math teachers indaily math teaching in middle schools.