A Case Study Of Inquiry-Based Teaching Of Excellent High School Math Teacher

Since mathematical inquiry entering the High School Mathematics Curriculum Standards as a topic, research on mathematical inquiry-based teaching is already quite rich, but studies focusing on how excellent teachers effectively carry out mathematical inquiry-based teaching in day-to-day teaching are relatively few. In this study, we discuss the following issues by a case study of a superfine teacher: How good teacher looks on mathematics inquiry teaching? what strategies and methods about inquiry-based teaching does he own in his daily teaching ? How his behavior enlighten the peers or other young teachers?This study used a mixed method, which was qualitatively dominant. Specifically, it combed four aspects of mathematics inquiry-based teaching by literature research, that is the characteristics, basic aspects, methods and strategies, and evaluation system, in order to determine the viewing angle and the analytical framework of this study; Collecting relevant information through classroom observations, video analysis, in-depth interviews and other methods to qualitatively analyse the effectiveness of mathematics inquiry-based teaching from four dimensions of learning and six dimensions of teaching,and quantificationally analyse the design of different classroom inquiry activities as well as the amount of emphasis on them from the time distributed on classroom activities.This study got the following conclusions:(1) Effective inquiry-based teaching requires teachers to own advanced educational philosophy;(2) Master various teaching strategy of inquiry-based teaching ensures the smooth implementation;(3) Excellent teachers should have good charisma. Finally, some recommendations for classroom teachers on how to culture and implement mathmatical inquiry-based teaching concepts and for other researchers on issues for further study are given.