The Practice Research On Reflective Teaching Of Function In High School

The concepts such as "Lifelong Education" "Learning Society" are put forward, what is necessary for the requirement of new curriculum reform is that the learner is trained to become autonomous learner. The reflective teaching reflects the heart of the new curriculum reform which is called "teacher-led, student-centered". What is more, it is very important for cultivating of students’ ability, for example, learning to study. Therefore, The reflective teaching is one of the teaching methods which are pursued by the new curriculum reform.On the basis of the relevant theory and my experience, I explore and research the significance, connotation, characteristics and theoretical basis about mathematics reflective teaching of function in high school, from which its instructional strategies are developed and carried out. Then the paper is presented the concrete teaching practice case.The thesis divides into six parts:The first part is a foreword. It includes the research background, the research significance, the research problems, the research methodology and the literature summarized.The second part discusses the basic theory of the reflective teaching. It includes the core definitions, the characteristics and basic theory of the mathematics reflective teaching.The third part is an investigative report about reflective learning of function in high school. It includes the design of the survey, the result of the survey and its reason analysis. The subjects for this investigation are Senior 1 students, and the investigation contents include the reflection consciousness, the reflection strategy and the level of reflection which are reflected in the process of their studying function.The fourth part is about instructional strategies on reflective teaching of function in high school. Including how to guide students to think reflectively and teachers’self - reflective.The fifth part is a instructional design and its case analysis on reflective teaching of function in high school. The instructional design about Monotone of Function can illuminate the reflective teaching concretely.The sixth part is a conclusion. The major conclusion of subject study and the limitation of the paper are been given, and the future research is illuminated.