The Practical Research On Mathematics Teaching Mode Of Guiding-Thinking And Inquiring Of In Senior Middle School

As the new curriculum reform deepens, teachers begin to pay more and more attention to exploring new teaching modes of students' comprehensive development.The New Curriculum Standard advocates that students should connect their daily problems in life with maths through experimental observation, cooperation and communication, and hands-on practice as well as self-study and so on to experience the fun of mathematics. As for teachers, the point of the new curriculum reform is how to use proper teaching methods to stimulate students' interest in learning,enhance their confidence in learning, and cultivate their skills of solving problems. In order to adapt to the need of curriculum reform, through reading a large number of documents, carefully studying the "induced inquiry" teaching model, and applying the model to his own teaching practice, the author confirms that the "induced inquiry" teaching model, one of the teaching models that attract considerable attention, is of great guiding significance to efficient mathematics teaching in high school.Using literature method, questionnaire survey method and experimental method I mainly focus on high school mathematics teaching mode of "luring and exploring" process, the teaching effect and the existing problems and solution strategy.The research shows that teachers in ××senior high school in Ning county used the teaching mode of "induced inquiry" in high school mathematics teaching. And the result is really fruitful. It helps to change the study methods of the student, improves the students' interest in learning and makes the students and the teacher's relationship more harmonious. What is more important is that the mathematics teaching quality has improved obviously. But using "induced inquiry" teaching mode, teachers have to meet higher requirements. There are some common problems in this teaching mode.Teachers will face higher pressure of teaching. And it is not easy to find guidance point. Moreover sometimes teachers even can't finish the teaching task. As for the students, they may can not equally participate in the learning process in class because of different levels of their knowledge. They may not carry out the discussion or learning activities orderly, which of course may influence classroom disciplines. Tothis end, the author puts forward four Suggestions: the teacher should pay attention to improving their own quality constantly; according to the characteristics of the teaching content and students, teachers in the classroom can adopt more flexible and varied modes to mobilize the learning passion of students; by exercising group teaching and group management, pay more attention to poor students and promote common progress.