Research On The Inquiry Teaching Of Mathematics In High Grade Of Primary School

In our country, with a new round of basic education course reform of comprehensive advancement, also advocate the new curriculum in the curriculum implementation guides the student to question, investigate, explore and promote students in under the guidance of teachers to learn actively, rich individual character. Current, exploratory teaching, as a kind of new teaching methods, is widely used for the majority of primary and secondary school teachers. Teachers of mathematics learning, rote learning, mechanical training began to change their traditional teaching way, has carried out many teaching based on students to explore, cooperate, create, but mathematics inquiry teaching is not plain sailing, overnight, mathematics inquiry teaching in teachers often encounter some unexpected embarrassment and problem. Therefore, the study of elementary school mathematics inquiry teaching, in order to find the elementary school mathematics inquiry teaching reality, and explore how to prompt the teaching to achieve the ideal state of ought to be, becomes the starting point and foothold of this research topic.This research adopts the methods of questionnaire investigation, interview, observation, to the elementary school mathematics inquiry teaching for quantitative and qualitative research, in shijiazhuang 4 primary schools, 500 students, 70 senior mathematics teaching investigation and study, the survey results are rational analysis, refining and summarized the actual state of teachers in inquiry teaching, puts forward Suggestions for the optimization of exploratory teaching. This article discusses mainly include:PART ONE Introduction. Including the question proposed, the research goal and the significance, the definition of related concepts, literature review, theoretical foundation and basic contents of research design etc.. Through the inquiry teaching data analysis, found that many of the current relevant research on inquiry teaching, but there is little research for primary school mathematics.PART TWO Of the present situation of mathematics inquiry teaching in the elementary school higher grades. Using a variety of research methods to study problems arising from the analysis of exploratory teaching.PART THREE Preliminary conclusions and Causes. According to the survey and the course observation, analysis and refine out the problems existing in the elementary school mathematics inquiry teaching are as follows:First, teachers’ ideas and practice in "two skin" phenomenon, part of the teachers’ understanding of inquiry teaching in idea is not enough, there are certain deviation, there is no real transformation of the mode of teaching, from the concept that inquiry-based teaching is only the form change, not to have greatly improved the teaching quality, heavy inquiry activity as a result, the heavy knowledge, ignore the process and methods, attitudes and values emotional experience.Second, some teachers can not effectively carry out exploratory teaching, lack of theoretical guidance, the lack of inquiry teaching experience, didn’t get into the habit of writing teaching reflection, set model formalized phenomenon common occurance.Third, students "inquiry driven" needs to be improved, many students don’t like to explore, to operate but not deep thinking, problem solving ability is poor.PART FOUR The elementary school mathematics inquiry teaching the constructive strategies. Aiming at the problems existing in the elementary school mathematics inquiry teaching, the author put forward the optimization advice is as follows: from the theoretical level, elementary school teachers to update teaching ideas, set up the "effective inquiry" "timely, because of" material "teaching" teaching idea. From the aspects of their own quality, update the knowledge structure, shift from single to the composite knowledge, strengthen discipline knowledge, "teach" combination "Research". From a technical level, respectively from the default, problems to explore and evaluate three aspects put forward reasonable Suggestions. From the aspect of students, respectively from improving students "inquiry driven" and problem solving ability two aspects put forward reasonable Suggestions.PART FIVE Conclusion...