Middle School Math Exploration Teaching Experiments

Exploratory learning is more than a learning method. In recent years, guided by relevant theories, a great number of teachers have engaged in exploratory teaching and learning experiments in the field of basic education and made remarkable achievements. However, hindered by the long established practice of judging the school by just how many students get enrolled by universities and colleges, there are few cases of graduating classes, particularly Grade III of high schools, getting involved in such experiments.The author of this essay believes that if exploratory learning is introduced into Grade I and Grade II of high schools and then suspended in Grade III under the pressure of university enrollment, efforts in the previous two grades will be undone from the perspective of habit-cultivation; students will doubt the effectiveness and objectivity of exploratory learning. Therefore, guided by state-of-the-art education theories, the author has launched research on High School Grade III Exploratory Learning on a pivotal basis in two Grade III classes she teaches. In the phase of overall review, she applies integration, generality and self-diagnosis approaches to further consolidate the exploratory learning habit of students. Analysis of the district-level general test results show that students'performances have improved remarkablly. The author's experiment is an innovative and practical step in spreading the exploratory teaching method.