The Case Study Of High School Mathematics Inquiry Teaching As An Example Of "Application Of Derivative In Function"

Contemporary international society,innovation has become the core competitiveness between countries,innovative talents have attracted much attention,China has begun to increase the training of innovative talents.Since the fall of 2010,Gansu Province has fully implemented the new curriculum reform,advocated changing the teaching concept of teachers,changing students’ passive learning methods in the past,making teachers become the guide and organizer of classroom teaching,guiding students to explore and develop students Innovation ability and thinking mode.As a basic education researchers and high school mathematics teachers,you need to change the teaching methods accordingly,the characteristics of inquiry-based teaching can greatly highlight the students in the classroom in the main position,to encourage students to actively participate in classroom inquiry activities,enhance students’ To cultivate students’ interest in learning mathematics is worthy of our advocacy and promotion.First of all,this paper through the relevant literature at home and abroad,summed up the theory of inquiry teaching.Secondly,use the teacher questionnaire to understand the author’s school mathematics teacher,the grasp of the theory of inquiry and the implementation of inquiry-based teaching;student questionnaire survey students the ideal classroom teaching methods and inquiry ability.The results show that although most teachers think that inquiry teaching helps to improve students’ creativity and is more fully grasped in their theory,it is not ideal in the classroom.At the same time,students expect an active and democratic classroom,teachers provide material,students take the initiative to explore the conclusions,and students have a certain ability to explore.Finally,this paper takes the application of "derivative in the research function" as the content carrier,combines the relevant theory of inquiry teaching with classroom practice,analyzes the content of this section,and get teaching strategy:(1)formulate reasonable teaching objectives combining with thetheory of inquiry theory;(2)to select suitable teaching content;(3)create true problem situation;(4)organizing lively inquiry activity;(5)use of information technology.The author used interview method to explore the effect of teaching strategy,the following conclusions:(1)the students learning attitude changed from passive to active;(2)the students to explore awareness;(3)students become active,independent,cooperative learning way.Through this research,the author concluded the following Suggestions:(1)teachers’ attention to their own professional development,efforts to enhance the theory of inquiry teaching;(2)the school pays attention to teacher training,to create various forms of training for teachers;(3)teachers need to focus on the cultivation of the students’ ability to explore;(4)the inquiry teaching in derivative application in the research function of teaching strategy,can provide reference for the general mathematical proposition teaching.