An Investigation Of The Mathematics Inquiry-based Teaching In Wu Hai No.10 Middle School

The Chinese Ministry of Education issued the National Mathematics Curriculum for High School (experimental) in April 2003. With its publishing, the leading status of "passive receiving type of teaching" has been broken and results in the great development of "inquiry-based teaching". Therefore, this new type of teaching has become a focus and hot topic in the new round of curriculum reform of elementary education. Nowadays, it is widely experimented in many primary and middle schools and is highly praised by plenty of specialists, researchers and teachers, which is also considered as a great breakthrough of the new education curriculum reform. The same thing is happening in our Wu Hai No.10 Middle School. Since the new reform has been carried out in Inner Mongolia in 2009, all the schools in Wu Hai have taken part in it actively and a lot of training activities and competitions have been organized by the city education department. And we can find that plenty of teachers are using "inquiry-based teaching" in their maths teaching.However, according to the investigation and research I carried out in Wu Hai No.10 Middle School, I found that actually this "inquiry-based teaching" is hardly used in the maths class. That is to say, "passive receiving type of teaching" is still the mainstream of the maths teaching and there is almost no inquiry atmosphere and chances for the students in class. To find out the problems and reasons of our school’s maths inquiry-based teaching and change the present maths teaching situation, the author organized this investigation and do some further study.The whole article is made up of four parts. The first part is an introduction of the general questions of this research, its research background, purpose, present study situation and the methodologies (including literature review, questionnaires, interview and other effective methods)used in investigation; the second part mainly discusses some definitions of maths inquiry-based teaching and the theoretical review, including the definition, characteristics and its general model; in the third part, an investigation is carried out and analyzed, which discusses the present maths inquiry-based teaching in Wu Hai No.10 Middle School; two different questionnaires are performed among the maths teachers and the students to find out the existing teaching problems and then an interview is conducted. Data collection and results are also discussed in this part. In the last part of the thesis, the author makes a deeply thinking of the conducting of inquiry-based teaching in our school’s maths teaching itself and finds out some problems of it. According to the existing problems, the author puts forward some useful suggestions and conclusions.All in all, the aim of conducting this research is to improve the present teaching level of our school’s maths teachers, to promote their professional development and last to fully elevate the teaching efficiency of senior middle school maths as a whole. Of course, there are some limitations in the present research and improvements should be made in the future research on this subject.