Guidance Case In High School Mathematics Teaching In Solving Problems And Suggestions

With the comprehensive advancement of new curriculum reform, the movement of a renewal education idea, reform teaching contents and teaching method has been on the rise. Education calls for teachers to change the teaching way, which puts forward higher request about the learning ability of the students. It’s a pondering question for each educator about how to apply effectively the new curriculum reform of education theory to guide teaching practice. In the high school mathematics teaching practice, the use of learning guidance is explored to be an effective teaching method that the practice has proved in the development of the high school curriculum reform, and it provides a tool to help students learn independently in the high school mathematics teaching. However, we found in the process of writing and use of learning guidance with one kind or another problems, which makes a certain gap between teaching effect of learning guidance and the intended purpose. In this paper, the existing problems of learning guidance in the high school mathematics teaching practice are discussed and analyzed.Firstly, based on learning a large number of learning guidance as well as having interviews with the line of high school mathematics teachers, I enumerate the problems about writing and use of learning guidance in the teaching practice. Writing problems include single in form, content dislocation and the strong optional; Using problems include no use, ignoring and using too much learning guidance. In this paper, these problems will be reasonable classification and detailed description.Secondly, I will analyze in detail about the cause of the problems existing of learning guidance in the high school mathematics teaching practice, which is carried on in three aspects, due to the understanding "the ordinary high school mathematics curriculum standard", teachers in the study of teaching and learning as well as the grasp of the essence of learning guidance.Finally, I put forward the feasible solutions to the problems about learning guidance in the high school mathematics teaching practice:teachers should strengthen their theoretical study, so that they understand the dialectical relationship between teaching and learning; teachers need to grasp the essence of learning guidance, and use creatively learning guidance in teaching; teachers need to be familiar with the writing and use of learning guidance. At the end of the article, I summarize the research achievements, and point out the existing problems in the research and the next step remains to be improved.This article strengthens the instrumental learning guidance. Learning guidance as teachers’guiding and students’autonomy, cooperation, explore learning, in all,it is the link between "teaching" and "learning". It is not only for group teachers in a collective lesson preparation, but also for the students in realizing the self-learning, cooperation platform.Czech educator, Comenius said:"to find out a kind of education method makes teachers in teaching less, but students in learning more." A new round of curriculum reform requires teachers in the process of students’learning as auxiliary, guide and facilitator, reform education method, in order to maximize in the teaching effect. Learning guidance is used as an effective carrier to achieve the new curriculum reform, through the constant exploration and improvement of teaching strategy of learning guidance in high school mathematics, and it will make gradually the perfect combination between teachers "teaching" and students" learning".