Research Into Practical Mathematics Teaching To Develop Students’ Spirit Of Oppugning

More than ten years’ course reform in mathematics asks for the changes indeveloping students’ mathematical abilities, focusing more on their rational thinkingof being creative and critical. Meanwhile, experts and some researchers have alsopointed out doubt as a vital access to develop students’ creative thinking, which inturn calls for critical spirits. Therefore, it’s evident that to develop spirit of oppugninghas arisen many educators’ attention. However, in mathematic educational field, manyreferences are found having put their emphasis on the methods and effects whenresearchers studying how to develop their spiritual questioning but not on the currentsituation of the real class teaching or students’ current mastering degree, theunderstanding of which are essential to improving teaching methods and providingaccurate facts for the next round course reform. Based on this, a key teaching pointshould be included by front-line teachers to pay attention to students’ currentmastering degree of spirit of oppugning in real classes, studying from which point willdefinitely benefit us in improving teaching methods in classes, enhancing teachingplans and contributing to a deeper mathematics curriculum reform.Based on some research achievements related to questioning spirit, this essaytakes some major research methods of reference analysis, document analysis,questionnaires and surveys to study the students’ spirit of oppugning from both insideand outside, the current situation of students’ query spirit, and the teaching methods ofhow to improve this situation in real classes. Here are the rough research results:(1) The four major strategies of developing doubtful thinking after studying theteaching plans, talks between students and the teachers and also the questionnaires are:first, help students grasp the correct ways of how to be doubtful. Second, bedemocratic so that students dare to be doubtful. Third, teachers should make clear theteaching aims. Lastly, learn to appreciate may help them readily to be doubtful.(2) Because the features of reform on teaching methods are the most evident and contemporary in modern education, this essay combines the above four strategies andsome common teaching methods and then works out the following three teachingdesigns: cooperative inquiry instructional design; trial-and-error instructional design;self-study and discussion instructional design.