Exploration Of Experiment Teaching Mathematics

Mathematic experimental is a new teaching model of mathematics in seniorhigh school, which is cater to The New Curriculum Standards.It requires students to“learn by doing”, that is, students practice, explore, discover the formation oftheoretical knowledge in order to get the specific meaning of these relevant theorems,and thus understand the nature of mathematics. Therefore, the implementation ofmathematic experimental teaching in middle school is not only the demand of the newcurriculum reform, but also more importantly a necessary step to develop a newteaching model of talent training in the new century.First of all, in this paper it clarifies the definition of the mathematic experimentalteaching in senior high school referring to relevant books and literatures. Its featuresand construction are described. The features of mathematic experimental teaching ismainly embodied by the subjectivity of students, inquiry and cooperation of theexperimental process, the process of thinking and the openness of experimentalmethods; the process of construction mainly includes three stages, namely teachingpreparation, teaching process and teaching evaluation. In the process of mathematicexperimental teaching, teachers should firstly change their roles, analyze the materialsthoroughly and understand their students deeply, and then choose the suitableenvironment for experimental teaching. The teaching process must go through fivestages, namely the creation of situation, activities and experiment, induction andassumption, discussion and exchange and verification and finally conclusion. Then, itmust be evaluated from students’ learning results and teachers’ teaching works. Then,this paper gives the theoretical basis of developing mathematics experiment teaching,which provides a theoretical support for the mathematic experimental teaching.Then, in this paper the mathematic experimental teaching in high school isexplored based on three different categories. According to the different methods ofexperiment, the forms of experiment and different purposes of experiments, it coresponsively gives a deep study on traditional mathematic experimental teaching and modern mathematic experimental teaching, operation ability, computer simulation andthinking mathematic experimental teaching, and confirmatory and exploratorymathematic experimental teaching. This paper gives a detailed analysis of every typeof concepts and the general process of mathematic experimental teaching with thecase analysis on each type, providing a reference for high school mathematic teachersto design mathematic experimental teaching activities.In addition, it makes a questionnaire survey of100math teachers in this thesisaiming to find out teachers’ knowledge of mathematic experimental teaching, itscurrent condition of implementation in high schools and reasons for its status. It alsoanalyses the survey results in detail. The survey shows that most high schoolmathematic teachers have little knowledge of mathematic experimental teaching andthey lack necessary practical experience. As for the objective factors, the schools, thesociety, the education environment and equipped resources of the school play animportant role. On this basis, the author gives its own suggestions. Firstly, teachers’understanding of mathematic experimental teaching must be improved and necessaryguidance provided. Secondly, students in advance must be given necessary training onthe operation preparing for the experiments. Lastly, schools should provide necessaryresources for the implementation of mathematic experimental teaching. At the end ofthe paper, it lists two complete mathematic experimental teaching cases on functionand geometry with the detailed experimental design and analysis process, and thengives an evaluation of the experimental results as well.