The Junior High School Mathematics Teaching Design Based On The Self-exploring

The new curriculum standard actively claims students should perceive the mathematical thought and accumulate math activity experience based on knowledge and skill. The access to them is creating the positive conditions by teachers, and teachers should guide students to construct the knowledge so as to perceive the mathematical thought and cultivate students'self-exploring ability. For sake of achieving this objective, the new curriculum standard demands that teachers should optimize their teaching instruction. This dissertation mainly discusses how to optimize teaching instruction based on self-exploring.The literature research method, questionnaire, method of quantitative analysis are adopted in this research to conclude the current teaching situations. Combining the Math Curriculum Standard in Compulsory Teaching (2011) with the math curriculum reform, the strategies of teaching instruction based on the self-exploring in math teaching in junior middle school are introduced in this thesis.This thesis is mainly from the following four aspects:first, through plenty of literature, this thesis knows the research status of self-exploring instructional design. Second, by means of objective analysis of questionnaire, this thesis finds the problems that exist in junior middle school mathematics instructional design. Third, this thesis puts forward self-exploring instructional design strategies for middle school mathematics and takes the "congruent triangles determination conditions" as an example, so that the organic unity of theory and practice. Fourth is summary and suggestions.Through the research of middle school mathematics classroom instructional design, this thesis obtains the following conclusions:(1) Teachers should believe and encourage students to achieve the teaching task by self-exploring; (2) Teachers should familiarize the textbooks' content, if something is suitable for self-exploring, teachers should encourage students to fulfill it. (3) Every procedure in teaching instruction should be reflected students'subjectivity. (4) Teachers should help students develop their abilities of discover, put forward, analyze and settle problem by self-exploring. (5) During the teaching procedure, teachers should create the positive condition that is suitable for students' self-exploring, encourage students' self-exploring, promote group discussion, help students construct knowledge, test in class and summarize the teaching content. (6) Combining the particular cases with the theory, the thesis proves the practical values of teaching instruction based on self-exploring.