The Practice And Thinking About Guidance Case Teaching In High School Mathematics

《Basic education course reform outline (temp)》and《Ordinary high school mathematics curriculumstandard》 promulgated respectively by the ministry of education in2001and2003, that marks the preludeto a new round of curriculum reform has been fully opened in the country. The reform puts forward newrequirements on all aspects of the course, including about classroom teaching, put forward the goal thatchange the traditional teacher-centered teaching mode. Investigate its reason, nowdays,the teaching modesof mathematics used widely in our country originates from “explanation——initiates”mode proposed in the《education》of N.A.Kaiipob the former Soviet union.Its characteristic is: to highlight the central positionof teachers in classroom teaching, teachers are the authority and initiator of knowledge, the teachers teachstudents the knowledge and skills from the teaching material based on the curriculum standard and syllabus,teachers’ teaching level is reflected rely on students’ test scores simply and completely, it’s lack of thecultivation and inspection of students’ comprehensive quality; The classroom teaching becomes a self stageon which teachers direct, students act as the audiences, however，ignores the students’ cognitive subjectivityand initiative of learning. This leads to the students“learning formalist knowledge”,“learning knowledgerigidly”, cannot turn mathematical knowledge and skills as the ability to find problems from the real life.The modern society needs comprehensive talents who possess high-quality such as having critical andinnovative thinking. With the development of the society and the implementation of the new curriculumstandard, the drawbacks of the traditional teaching model attracted more and more attention of educators,we generally feel it is necessary to change this pattern.Under this background, a new teachingmode——teaching mode based on Guidance case is tried in mathematics teaching in a lot of high schools.The author’s school began to try Guidance case teaching, and put forward the "352teaching mode"three years ago.By reading lots of literature, combining with the experience of mathematics teaching gainedin high school in recent years and basing on the interviews with teachers and the survey of students, basedon individual constructivism、the theory of the zone of proximal development、the theory of reflectivethinking，under the "352teaching mode"，the author give a brief analysis and reflection of Guidance case in high school mathematics teaching. First of all, point out the connotation of Guidance case, compared tothe lesson plans and Guidance case, analyzes the internal relations and differences between them fromdifferent aspects. Then analyze the theoretical basis for the constructing of Guidance case teaching modelin high school mathematics. Then, discusses the compiling principles、the preparation process and theusage of Guidance case according to the characteristics of high school mathematics learning. Then, analyzethe process of “352teaching mode” based on Guidance case. Again, carry out a series of interviews andsurvey with a glimmer of teachers and students to know the result of the various teaching process ofGuidance case teaching mode about implementation in high school mathematics and make a furtheranalysis. Draws the following basic conclusions: compiling Guidance case should follow the hierarchicalprinciple such as diversification, problems, methods; Writing should benefit by mutual discussion, not onlyset the wisdom of teachers in educational research group, taking into account the actual experience ofstudents;Guidance case teaching model can effectively foster students’ learning initiative, provide properguidance to students so as to carry on the effective preparation, make students realized the fun ofmathematics in the self-study, enhance their interest in maths study effect remarkably, improve students’ability to co-operate on mathematics learning effectively, so that the overall quality of students ’ emotionsand attitudes receive comprehensive training; Change the education ideal of mathematics teacher,it isconducive to build a harmonious relationship between teachers and students in the classroom, it is a greatway to improve the teachers’ mathematics quality. Finally, carry out the comprehensive analysis aboutquestions responsed according to the interviews and survey of the teachers and students, make a rationaldialectical thinking about the model, and puts forward personal opinions for the problems that should bepaid attention to in actual teaching.