Research On Mathematics Inquiry Learning In The Junior High School

In order to change the status quo of traditional education, junior high school mathematicsclassroom actively advocate the inquiry learning.The existing research is mainly about theory oninquiry learning,which is relatively scarce about the inquiry levels of mathematics classroom.Adozen years after curriculum reform began,this paper analyzes the status quo of junior highschool mathematics inquiry learning from the perspective of the inquiry level.The author chose five experimental schools across the country, collected30lessons inthe mathematics teaching cases from the number and algebra, graphics and geometry andstatistics and probability, and carried on the classroom activity and interviews in the twoschools,which provide the basis for the study of the present status of the junior high schoolmathematics inquiry learning.In the first place,this research mainly consult the actual situation of classroommathematics inquiry learning, combine with the existing research results, and build aclassification system of inquiry level which is in line with the characteristics of junior high schoolmathematics classroom.Firstly,we can extract four factors about mathematics inquiry learning fromthe teaching case,which are raising a question, forming the conjecture,verifying·proof,and drawingthe conclusion,and then investigate the participation of teachers and students from the fouraspects.I determine five levels of inquiry level in the end,those are respectively controlledinquiry, restricted inquiry, guided inquiry, opened inquiry and free inquiry.Through the case analysis of30mathematics lessons, we find that the proportion ofjunior high school mathematics inquiry learning increased obviously now,but the totality levelof inquiry learning is still low. And then we compare the differences in the level of inquiryfrom teaching content, regional development and schooling capability, according to theresults,those aspects make a difference on the inquiry level.According to the results of case analysis, we interview the teachers who are teaching inthe school and record the classroom situation, and summarize existing problems in theclassroom mathematics inquiry learning at present stage, and then summarize the main reasonfor the problems. Finally we find that teachers’ dominant idea, teaching idea, students’dependency, examination system and explore resources are all the reasons which restrict thedevelopment of inquiry learning.On the basis of the above research, we finally put forward correspondingcountermeasures. Three improvement measures are put forward on the basis of the currentsituation of education in China, which are improving the teaching material, increasing thesample and encouraging training, whose purpose are to increase inquiry elements, find a breakthrough for the development of teachers, reduce the differences between schools at thesame time.