A Study On The Inquiring Teaching In "Line Side Location Relationship"of Solid Geometry In Senior High School

Based on the plane geometry in junior high school, solid geometry in senior high school further study the relationship between spatial pattern of point, line and plane, where the most important contents is relationship between line and plane location.Inquiry teaching focused on students’ self-studying ability.If this kind of teaching methods is applied to the teaching of the position relationship between line and plane, the students can learn it on their own initiative so that they can know the relationship between spatial pattern of point, line and plane more intuitively.However, in the present situation, what is the current status of the implementation of inquiry teaching in high school mathematics teaching? Is every teacher has used this kind of teaching method? If the answer is yes, how is the effect compared to traditional teaching mode. If the answer if no, what is the reason for it. In this thesis, we mainly focus on studying all sorts of problems mentioned above.Based on the theory of pedagogy and psychology, we use the method of literature research,questionnaire survey method in this thesis. By reading a lot of literature and making survey on the student and teacher in four senior high schools in G city, we obtain the required data. Through the analysis of the questionnaire data, we have some understanding the implementation of inquiry teaching for the content of the position relationship between line and plane in the four senior high schools. According to the analysis of current teaching situation and combine with the knowledge structure and mental characteristics of students, we further propose the implementation of inquiry teaching strategy and mode for the content of the position relationship between line and plane,which include: understanding the teaching objectives and creating the question situation;proposing a conjecture and guiding students to explore actively; It encourages students cooperative learning and democratic discussions around the teaching emphasis; guiding students reflective explore and practice and actively construct knowledge structure; Summing up and sorting out to explore the results. The general pattern is including creating situation-- problem oriented learning--a study of communication-- reflection and improvement.