Case Study Of Mathematical Inquiry Teaching In The Perspective Of Exploring Slope

Traditional mathematics classroom teaching is often centered on teachers,teaching materials,and the classroom,the lack of interaction and cooperation among teachers and students,students and students in the teaching process is not conducive to cultivating students' sense of innovation,divergent thinking and practical ability.The mathematical inquiry teaching are widely applied because of its advantages,but the problems are exposed more and more,one of them is about how to design "exploration slope" in inquiry teaching.If the "exploration slope" design is too large in the inquiry teaching process,then the students' thinking space is vast but no boundaries,leading to students think there is no direction or even dispel the enthusiasm of students to explore.The writer finds the following results through controlling of variable variables to compare the teaching case analysis.(1)It's easy for teachers to ignore the degree of student factors in setting “explore the slope”,and some teaching they fail to expand or narrow the “exploration slope” according to different student objects in some teaching,and they can not ask questions in the student's recent development area,directly lead to students be “inert”in the classroom and miss the opportunity to explore.(2)Teachers always set the same difficulty of the "exploration slope" regardless of the teaching content of the difficult.that is to say,they provide to students the same amount of "bracket" when facing the same teaching objects without thinking whether the teaching problems are difficult or easy.(3)Some teachers do not take into account the time cost of class,blind pursuit study a problem in-depth,leading to classroom delay,resulting in bad influence.Therefore,teachers should pay attention to the following things when they set the “exploration slope”.First of all,teachers should based on exploratory doubts,students development,teaching session and exploration focus when designing the questions Secondly,the exploratory questions should be guided,open,sequence,conversion,and waiting for the study.The writer designs a specific teaching case aiming to the three factors of“exploration slope” in the end of the research,and strive to add some useful things in the setting of research of mathematics "exploration slope".