The Strategy Of High School Mathematics Novice Teachers Applying Classroom Generative Resources

With the deepening of the curriculum reform, the classroom as the main practice of the new curriculum reform, by more and more people’s attention.Teachers and students in the classroom to interact, to explore, generate classroom generating resources.In the high school mathematics classroom teaching situation, according to the multi-teaching goal,in the cooperation and inquiry classroom teaching, the real-time generation is beyond the teacher’s new situation.The application of generating resources is of great significance to curriculum reform.Novice teachers as a new force of curriculum reform,It is of great significance to pay attention to the application strategy of novice teachers’ high school mathematics classroom generation resources.This paper mainly adopts the information literature method, the questionnaire survey method, the interview method, the classroom observation method and the case analysis method.The theoretical basis is:(1)Constructivism theory;(2)Postmodernism’s Theory of Knowledge;(3)Outlook on life;(4)Humanistic View of Learning;(5)Modern teaching concept.Using the questionnaire interview and other means to find:Almost all novice teachers are willing to try to use the generating resources for teaching,but novice teachers were less enthusiastic about the cognitive level of raw resources.Therefore,the real classroom in the rational application of the probability of generating resources is not high,novice teachers will reflect through the reflection of their own understanding, and that the future will continue to generate teaching attempt.This paper discusses the basic strategies of novice teachers’ application of generative resources in high school mathematics classroom teaching.To enhance the use of classroom learning resources, raise awareness, career and knowledge literacy;cultivate novice teachers to discover the vision and application of wisdom,from the mistakes, problems, differences in the generation of resources;while continuing to do teaching reflection work.