Research On High School Mathematics Teaching

The teaching philosophy of new curriculum reform is that everything is for the development of the students, advocating self-study of reading, practical learning, independent exploration and cooperation in the mathematical learning process. It focuses on giving full play to the students’ motivation to learn, and enables students to know the occurrence and the development of mathematics, which equips students with the experience in a wider range of mathematical activities and leads them to become explorers and discoverers of mathematical knowledge and finally be the masters of learning mathematics. The high school mathematics teaching with the teaching case as the carrier is in line with the teaching concept advocated by new curriculum reform, which promotes the change of teachers’ teaching approaches and achieves the update of teachers’ teaching philosophy. Following the principle of writing teaching case and preparing lessons in terms of group, we can absorb every advantage and design the teaching case well. All those allow each student to develop themselves maximally, achieve the "student-centered" philosophy as well as the harmonious development of teaching mainly led by teachers. Through the implementation of the teaching case, it aims to stimulate students’ interest in learning, to mobilize the enthusiasm for independent learning and self-exploration. Besides, students can take the initiative to explore and construct knowledge, promoting their own comprehensive development of the mathematical qualities.This thesis adopts such methods as the teaching experiment, questionnaires, interview and so on to do a relatively comprehensive and systematic research on high school mathematics teaching with teaching case as the carrier. The thesis is divided into five parts.The first part introduces the background of this thesis-high school mathematics teaching with the teaching case as the carrier as well as the significance and purpose of using of teaching cases.The second part, based on the previous studies, refers to a large number of references, and defines the respective concepts of teaching plan, learning plan, learning case, teaching case and teaching with teaching case as well as three functions of teaching with teaching case. What’s more, this part discusses the theoretical basis of high school mathematics teaching with teaching case as the carrier.Based on author’s high school teaching practice in recent years, the third part illustrates the principles, the design concepts as well as the preparation process of writing teaching cases. In addition, this part states the basic mode of teaching with teaching case and does the case analysis about how to use teaching cases in three basic types of lessons in high school:new lessons, practice lessons and recitation lessons.The fourth part is the research part of this survey, mainly conducting a questionnaire survey and interviews of teachers and students to know the influence of implementation of teaching case on both teachers and students, which receives good results.The fifth part deals with the outlook of the further study and implementation of teaching case in the high school mathematics curriculum. In this part, a series of problems related to the teaching with teaching case are listed, which requires to be further studied.