Study On Effective Inquiry Teaching Of Junior Middle School Mathematics

With deep promotion of the new curriculum reform, the effective teaching research has been wide-concerned. Three dimensional objectives of new curriculum are knowledge and skill, process and method, emotion and attitude, which aim to cultivate not only the talents who are overall developed and useful for the society, but also the high-quality talents who possess the inquiry ability and innovation spirit as well as meet the needs of the new era. But in the course of actual teaching for primary and middle school, there exists the phenomenons:on the one hand, cramming education, which is a kind of teaching method that teachers give a lesson all the way during a class period and often lack of key point still exists; on the other hand, "sheep herding style", the teaching phenomenon which has no guidance throughout the class exists too. Such above teaching phenomenons will only lead to a heavy burden on students and make a low effectiveness, so how it will achieve the efficient teaching? Therefore the class teaching for mathematics should be the "inquiry teaching"’which has the goal, the plan and the procedure, namely, it is the teaching process that the students are under the planned arrangement and guidance of a teacher, and they can reach their full potentials and learn from the wisdom of others, and finally realize creative and active learning.The study aims to achieve the inquiry teaching with high efficiency, which regards the questions as inquiry direction, the study group as inquiry form, the group show as inquiry result. The inquiry for concept is based on the origin and the logic of historical development of the concept; the inquiry for question is based on the relations between the known and unknown conditions. In inquiry teaching of junior high school mathematics, mainly the students play the major part, the teacher prominently shows his guiding role that guides the students to acquire knowledge and methods by independent and cooperative inquiry, which can enhance students" ability of reflection and inquiry as well as deepen the mathematical thinking and attainment of the students.The study adopts the research method of combining theory and practice, qualitative and quantitative. First of all. it analyzes the research history and research results of inquiry teaching, of which on the basis it gives a definition for the goal, method and core concept of inquiry teaching of junior high school mathematics. Secondly according to the theories such as pedagogy and psychology, it builds the inquiry teaching, a kind of guiding strategy which is mainly led by teachers:it aims to seize the opportunity to enhance students’ motivation; it regards questions as the guidance to design the inquiry process; it focuses on making full use of the study group to improve cooperative inquiry. At the same time, the study builds the inquiry teaching, a kind of inquiry strategy which regards students as the principal part:it aims to seize the opportunity to strengthen learning motivation; it requires students to follow the questions asked by the teacher and to reflect while learning; it teaches students try to conduct cooperative inquiry and learn from the wisdom of others. The study collects a large number of teaching cases and experimental data from the experimental teaching and questionnaire, then it draws the conclusion that "the inquiry teaching of junior high school mathematics has an improved effect on students’ inquiry learning in mathematics, which can change the inquiry attitudes of students as well as improve their inquiry styles and inquiry abilities" according to the analysis of experimental data. Finally the study makes a reflection and points out the deficiencies and the direction of development of inquiry teaching.The innovation of the study mainly lies in the construction of inquiry teaching mode which regards the questions as inquiry direction, the study group as inquiry form, the group show as inquiry result that provides the theoretical reference and case study for the effective teaching of teacher and effective learning of students.