On Teaching Practice In High School Mathematics Guidance Teaching Case Of Guide

Under the lead of the new curriculum standard, the school, teachers,experts and other education workers want to seek a teaching mode, so thatit can fully show the students as a vital signs to show the freedom,communication, care, affection, etc.; Make it can completely breakthrough the fact that teachers teach students to learn, teachers’ teachingare not to learn, not passive situation and teaching are not learning.Learning case teaching model makes it possible to learn after teaching,because of the high school mathematics discipline characteristic and highschool students’ knowledge, intelligence, psychological characteristics.High school math is more suitable for learning case which is adopted toimprove the teaching. Domestic scholars illustrate the guiding case ofteaching is positive and negative mostly from the preparation and use oflearning case, less from practice which showed the conductivity inmathematics learning: where guide, such as how to guide a line of researchtopic for teaching. Criticism and defense in learning case, guiding thechoice of case study position: for some teachers and scholars, guide caseteaching mode of classroom is skepticism, By looking for information, toguide the advantages and disadvantages of learning case are collected, thispaper is concluded by using learning guidance mode is not do more harmthan good, thus must choose to study about the correctness of the position,the necessity and urgency in this paper. Related concepts identification andthe interpretation of the guide explains the meaning of studying caseguidance in learning guide mode with general class of importcomparison, etc, tries to use examples case teaching mode under theguidance of theoretical basis, respectively from the cognitive theory, constructivism theory, the theory of the zone of proximal development oflearning, meaningful learning theory, the case of the guide. From the caseteaching mode under the guidance of principles, policies, and combinedwith the corresponding case analysis where, and how to guide in highschool mathematics learning. On the analysis of the high schoolmathematics learning case strategy under the premise of combining theused learning case puts forward some methods and technical guide.Frommathematics teaching guide what, where and how to guide case illustrationconcept teaching, the thesis teaching, problem-solving teaching process, toanalysis different math model in learning how to effectively implement theguide of students learning, guide thought, guide practice. Paper mainconclusions are:(1) learning case teaching mode is helpful for students’self-study, is an effective way to promote students comprehensivedevelopment.⑵Where to use mathematics learning guide in high school:textbooks do not conform to the specific student’s cognition, knowledgebase, student’s difficulty, easy to go "partial" thinking, cumbersome,knowledge, easy to chaos, research method, students’ debate, students’learning spare capacity.(3) how to guide high school mathematicslearning: contact old knowledge, stimulate interest, timely guide,moderate guide.(4) concept class guide should pay attention to theexploration of knowledge reduction process, should be set no fewer thanthree living examples, the students are easy to sum up the essentialattribute of concepts.⑸proposition should pay attention to the connectionof knowledge, knowledge network,"thick books turn to thin".⑹Whenteaching sample note types.⑺The filling of the blanks of learning shouldbe based on goals and students’ learning experience to set up the "empty".