Research On Teaching Mode Of Autonomous Pre-learning For High School Mathematics

The development of science and technology and the times determines that itwill be a study-oriented society in future. As an individual in this society, learning willbe a lifelong task for us, with the first task of mastering the autonomous learning. Forstudents at school, the battle position is classroom where teachers’ teaching directlyaffects students’ learning. Traditional teaching mode cannot adapt to the greatchangesof the time anymore; and the new curriculum standards also advocate thepro-active learning methods with brave exploration, so the transformation ofteaching mode isextremely urgent.With the educational concept of “keeping students as the core and enablingthem to master learning”, Principal Cao Guoqing of our school proposed the teachingmethodology of flexible autonomous pre-learning by combining several domesticallysuccessful teaching modes and our school-based actual situation. The teachingmethodology is vigorously promoted as a pilot program in our school. This research isthe practice and exploration of this teaching methodology in classroom teachingofmathematics, which is named as research on the teaching mode of autonomouspre-learning for high school mathematics by the author. This research mainlyincludesthe following five parts: In the first part, it sets forth the background,thought and significance of building teaching mode of autonomous pre-learning; inthe second part,it sets forth the theoretical basis and the definition of relatedconcepts of teaching mode of autonomous pre-learning; the third part is the practiceof the teaching modeof autonomous pre-learning for high school mathematics,which details the fouraspects of this teaching mode, i.e. teaching process, basiccharacters, teaching strategies in each process and teaching case; the forth part is theresult analysis of theteaching mode of autonomous pre-learning for high schoolmathematics; the fifth part is the conclusion which summarizes the gain and loss ofthis research as well as theexpectations of further research.After carrying out the teaching practice for one term, conclusion that thisteaching mode is effective for cultivating our students, autonomous learning ability in mathematics learning is obtained by means of questionnaires for students andstatistical analysis on practice results. The conclusion is mainly reflected instudents,enhanced interest in mathematics, development of the habit of previewinglessons increased students, participation, improved autonomous learning methodsand increased initiative in learning, etc. The most direct reflection is thestudents,increased scores brought by improved classroom efficiency, with thehappiness index of both students and teachers increased; therefore, the promotionof this teaching mode in classroom teaching of high school mathematics is indeedconducive to enabling students to change from “mastering” to “knowing how tomaster”.