The Theory And Practice Research Of Thought Guidance On Series Teaching

The mathematics curriculum standards on compulsory education (2011)（New curriculum standards on compulsory education for short）.The overall goal of itpresents that thinking with Mathematical methods, enhancing the ability of discoveringand asking questions, heightening the skills of analysis and problem solving. It adds thenew requires, namely the ability of discovering and asking questions. Based on basicmathematical knowledge, skills, and adds basic mathematics ideas and activityexperience, forming "four bases"; The new mathematics curriculum standards onordinary senior high school education (experiment)(abbreviated as new curriculumstandards on ordinary senior education). This curriculum idea also explicitly proposesthat "pay attention to developing the students’ mathematical thinking ability". For thisreason, the current senior mathematics teaching should pay attention to cultivatestudents’ ability of thinking and explore the problem themselves. Therefore, with themathematics classroom regarded as the main part of students learning, the research ofteachers’ guiding to students’ thinking is of great necessary. With analyzing the exampleof series teaching, this study researches the present situation investigation, then,summarizes the existing problems and analyses the influencing factors ofimplementation, proposes the corresponding teaching strategies. It plays an importantrole in helping teachers to improve teaching methods, promoting students’ thinkingdevelopment effectively.The article is divided into eight parts.Firstly, the article discusses the background of the problem in three aspects. Itinvolves the transformation of the new curriculum standards on compulsory educationfrom "double bases" to "four bases", the thought of teaching activities research and the characteristic of series teaching itself.The second part makes a review on four dimensions, the thinking guidance relateswith mathematics knowledge, students’ learning and teachers’ teaching, and the someresearch on series teaching. Mathematics knowledge is the original materials ofMathematics classroom teaching, which carried out via the processing of the students’thinking activities and teachers’ proper guidance in classroom teaching. The purpose ofteachers’"guidance" is aimed for students’"thinking". Teachers should arouse students’thinking, guide students to think and make students to learn mathematics thinking in theprocess of classroom teaching.In the third part, this article makes a brief description of guidance and direction.The directivity, the difficulty of teaching, the role of teacher and student, teachingmodality are compared and distinguished.The fourth part, we make the research of questionnaire and interview, investigatethe current situation of teaching guidance in the classroom, and analyze the results. Wefind that teachers are lack of theoretical foundation when teaching with guidance,unclear how to effectively guide students to think positively in a certain extent, and howto take the way to lead when implementing concretely. Meanwhile, the dissimilarsections and ideas of teachers are the major factor on the degree of guidanceimplementation and effectiveness.The fifth part, we make a basic theory research of teaching guidance in classroomon three aspects, including the dual knowledge view, metacognitive learning theory andheuristic teaching ideas.The sixth part, with the theoretical research the fifth part found, we analyze theobservation and video of classroom teaching. Further, we protocol the guidance strategythat teachers can use in the classroom. What’s more, we examine the effect of the planwith the case analysis.The seventh part builds the evaluation framework of teachers’ thought guidance. Toestimate the level and effect of thought guidance, we define the "naturalness", dividingthe guidance level.The eighth part is the summary and discussion. Summarize and reflect the researchresults in this article, and put forward the ideas of further study.