The Study On The Characteristics Of High Quality And Efficiency Inquiry Teaching In Mathematics Class Of Senior High School

In the era of knowledge economy, the talented individuals who have practical ability andcreative spirit are in urgent need of the society. The new curriculum has also put forward thebasic concept of "promoting initiative and exploratory ways of learning", which makes themathematics teachers gradually realized the superiority and necessity of inquiry teaching. Butin actual teaching circumstances, teachers used inquiry teaching very rarely, some teachersbelieve that lacking effective and available curriculum resources of inquiry teaching forreference, and inquiry teaching in class needs more time to explore, and the teaching effect isnot ideal, in which the teaching schedule is affected. In order to guarantee students’ studyquality of exploring and the teachers’ teaching effect, and make the high quality and efficientinquiry teaching widely develop into practice. This study aims to have a better knowledge ofthe content characteristics and implementation strategies of inquiry teaching with high qualityand efficiency in mathematics classes of senior high school, with the purpose of providingcertain materials and references for teachers to develop an inquiry teaching with high qualityand efficiency. The students’ innovative spirit and practice ability can be further developed,reducing the pressure of study and enhancing the learning efficiency.This study adopts the research methods of literature analysis, interviews, case analysisand classroom observation to get the content characteristics and implementation strategies ofinquiry teaching with high quality and efficiency in mathematics class of high school. Theresearch was conducted from six aspects of field of knowledge, abstract of knowledge, sourceof knowledge, content of knowledge, relationship of knowledge, and application value ofknowledge to research the content characteristics in new lessons. The content characteristicsof math exercise lessons is researched from two perspectives, they are the knowledge oftypical question-solving method and more ways of asking, solving, changing to one question.The content characteristics of review lessons is researched from three aspects, they are theknowledge of net-forming, same ideology-associated and typical model-building. Theimplementation strategies include teaching strategies and evaluation strategies. Theimplementation strategies of the new lessons are studied through four processes. The first iscreating context and introducing the subjects. The second is cooperation and exploration ofnew contents. Then is the application and consolidation of the new ideas. The last part issummarization and improvement from students’ feedback. The implementation strategies ofthe exercise lessons are studied through three processes of raising, analyzing and solvingquestions, the teaching strategies of exercise class. While the implementation strategies ofreview lessons are from the view of sorting information points. As for the evaluation strategies, are conducted from the teacher’ evaluation within the exploratory process, as wellas the combination of the teacher’ evaluation, self-evaluation and group evaluation after theexploratory process. All the above results are based on the interview with middle schoolmathematics teachers, and proving to be feasible and effective with the verification ofclassroom observation.