The study of mathematics learning style in high school has always been an important aspect of mathematics education.After many researchers’ research and the practice of front-line teachers,we have gained many achievements in exploring the way of efficient mathematics learning.However,it is undeniable that in the process of mathematics learning,the traditional way such as "memorizing mechanically","methods ignorance","excessive exercises" and "narrow minded in comprehending" still exists generally,which greatly influenced the teaching of mathematics teachers and students’enthusiasm and confidence.In view of this situation,under the background of the new high school mathematics curriculum,this paper is based on the constructive learning theory,combines the psychological characteristics of high school students with senior high school mathematics discipline characteristics,makes the experimental research results as the basis and puts forward a set of learning mode which fits high school students,cognitive ability and mathematics learning rules.This mode of learning will treat three steps as a whole including students preparing before class,math class performance,after-class consolidating.We will change the present situation of memorizing and practising mechanically by exploring the new way of learning and use various means to mobilize students to participate in the initiative,so that students will be really involved,and improve the efficiency of mathematics learning.At the same time,this set of learning patterns give full play to the students’ subjective consciousness,enable students to truly become the masters of the classroom,train the students’innovative spirit and ability to solve problems,and promote the all-round development of students.In the first chapter,the author first introduces the disadvantages of traditional mathematics teaching in senior high school.At present,the teaching mode used in senior high school mathematics is the "transfer type" teaching mode.This model can only produce passive acceptance learning,and can not train more students’ ability.In this context,this paper,based on the constructive learning theory,puts forward the concept of constructive learning.This new mode of learning has aroused the attention of the educational circle and opened up a new road for mathematics teaching.The second chapter systematically expounds constructive learning theory.The main content includes constructive learning theory,constructive knowledge view,learning view,student view and teacher view.The core idea of this learning theory is that mathematics learning should not be passively accepted,but should be based on the knowledge and experience of the students.The main teaching mode includes four kinds,such as the concept change teaching,anchored instruction,scaffolding instruction,random access teaching and so on.The third part is in the form of a questionnaire survey on high school students’mathematics learning,and the results are as follows.(1)there is significant correlation between students’ learning interest and attitude,learning confidence,learning method and students’ ability to solve problems;(2)the ability of students to solve problems still need to be improved.In the foundation,this article proposed five kinds of strategies to help to improve the ability of solving the problems for high school students:(1)change their attitude to mathematics study from the bottom of their hearts;(2)to improve the mathematical meta-cognitive ability of students;(3)to cultivate and improve students’self-learning ability of mathematics;(4)pay attention to guidance and training on mathematics learning;(5)change Students’learning styles.Reviewing the above three study results,based on the theory of constructivism,combined with the learning situation of senior high school students,we put forward the high school mathematics learning mode,which is "self-study-feedback-Classroom Communication-Review to improve ",and we use the" parity "function as an example for the design of a specific case.In order to verify the effectiveness of constructive learning model,the experimental research is carried out in the fifth chapter.The specific methods are as follows:in the first grade,two parallel classes are selected.One class adopts the new teaching method,which is called the experimental class,and the other class adopts the traditional teaching mode,which is called the control class.After one-term experiment,and through the results of pre-test and post-test,the original two classes of the same level has shown a clear difference in all aspects of the scores.The experimental class has obviously higher scores than the control class,indicating that this method we advocate in this paper has the following advantages(l)transfer the learning pattern from "get the fish" to "how to fish"(2)it can promote students’ initiative of constructing knowledge actively and improve their ability of autonomous learning;(3)it can promote the development of students’ability to improve their academic test scores and solve problems. |