Carrying Out Of High School Mathematics Questions Of Reflective Teaching Activities

One of the core ideas of our current New Curriculum Standard of High School Mathematics is to help students know how to acquire knowledge, i.e., to cultivate students’ lifelong learning ability.The passive way of learning must be turned into active inquiry way, and the original teaching model-teachers speak while students listen-must also be altered. We need to pay more attention to students’ development, helping them comprehend how to learn. Whether they have grasped what they have learnt or whether the learning is effective is also deserved our concern.It’s always been a great concern as well as a hot research subject about how the new curriculum concepts can be reasonably applied to daily teaching activities and what kind of breakthrough point can be tried in practical teaching. Problem solving training is an extremely important part to improve the quality of high school mathematics teaching.Therefore, it is vital to know how to jump out of exams tactics and do a good job in problem solving. In the practice of the new curriculum reform, the author has received a good effect while using "problem interpretation and reflection" teaching method (PIR).This essay conducts a rational refining on PIR teaching method, including its core teaching concepts, teaching process and teaching experience. Combining with the author’s own teaching practice, the author has offered a great number of examples of research materials.PIR teaching method is particularly demanding to teachers’ ability on how to make guidance and demonstration.This teaching method can enrich the students’ cognitive emotion, improve the students’ cognitive ability, and train students the good thought quality. It can also improve the awareness of cooperation between teachers and students as well as students and students. It’s also an effective way to cultivate students’ autonomous learning, which has a strong vitality, and needs further research.