Guided Learning Plan And Its Application Research On High School Mathematics Teaching

The fundamental philosophy of new course reform is the "student-oriented", which aims to change the way of students’ learning industriously and improve their initiative spirit and ability of practice. The design of the Guided Learning Plan needs to concentrate on the students to make sure that their development is comprehensive and sustainable, and make them "know how to study". In the full implementation of quality education and basic education curriculum reform background, new requirements are put forward to the study efficiency and the quality problems of education; today, the students’ autonomous learning, independent thinking and collaborative inquiry ability are more and more emphasized, so the teacher’s guiding education is particularly important. According to the characteristics of the high school learning, and combine with the comprehensive thinking, we can find that the Guided Learning Plan is in full compliance with the requirements of new times education, and it can let the students give full play to its advantages and specialty, ease the burden on teachers, build a free, independent learning environment for students, and make them feel about the fun of learning. The Guided Learning Plan in high school mathematics teaching takes advantage of guided case teaching method. It can embody the design criterion of teaching which is fully student-oriented. So we can combine learning with teaching together and improve the teaching efficiency completely.This article aims to survey the applications and implementation effects of the Guided Learning Plan in high school mathematics teaching. The Guided Learning Plan in this article is based on the theories of constructivism, the theories of cognitivism, the theories of humanism and the thought of heuristic teaching. At the same time, expound the development of the Guided Learning Plan and its characteristics, the differences between the Guided Learning Plan and the teaching plan, the compilation and the principles of the Guided Learning Plan, and its main contents. According to this, and combining with the practice and the experiences of my mathematics teaching in the high school, the applications and implementation effects of the Guided Learning Plan in high school mathematics teaching are investigated, aiming to propose some analyses and recommendations about the compilation, formulation and applications to the Guided Learning Plan in high school mathematics teaching. Through the survey about the implementation effects of the Guided Learning Plan in high school mathematics teaching, the survey results are analyzed respectively. The results indicate that the application effects of the Guided Learning Plan in the high school mathematics teaching are not optimistic, and it is very difficult to blend the Guided Learning Plan in classroom teaching perfectly. There are three main reasons of this conclusion:the first one is that the Guided Learning Plan is partial to exercises badly; The second one is that most of the math teachers use the Guided Learning Plan optionally; The third one is that the teacher controls the "collaboration to explore" time unreasonably in the Guided Learning Plan teaching. Three suggestions about the Guided Learning teaching can be proposed through the analyses. Firstly, the Guided Learning Plan should be designed towards more diversification and diversity; Secondly, teachers should use different teaching methods in different types of class; Finally, the teacher should pay attention to the to the integrations and combinations of the knowledge when writing the Guided Learning Plans, and show the correct direction and path to student clearly.