Compiling And Utilizing Research On Senior High Mathematics Integrated Learning-teaching Plan

Under the background of the gradual implementation of curriculum reform which based on key competences,the teaching mode is bound to change.Experts and scholars in China have also defined the concept of key competences based on national conditions,that is,people's advanced ability and human nature ability to adapt to the needs of information age and knowledge society,to solve complex problems and to adapt to unpredictable situations.This definition emphasizes people's ability to adapt to changing situations,and the most basic and direct method people use to adapt to changing situations is learning.At the pedagogical level,our teaching method should be conducive to the improvement of students' autonomous learning ability,and at the same time ensure that teaching is carried out with high profits and efficiency.These are the first two factors to be considered in the reform of teaching methods.On the basis of predecessors' practice summary,this paper reviews a large number of literatures.Based on self-regulated learning theory and effective teaching theory,this paper re-constructs the theoretical model of the implementation process of the "Integrated teaching-learning plan" teaching mode,which of mathematics teaching in senior high school.That is to discuss the principles and methods of compiling,using and assessing "Integrated teaching-learning plan" in senior high school mathematics at the theoretical level.We should strive to make the teaching mode conform to the general law of effective teaching and promote the development of students' self-regulated learning ability.The construction of theory needs the verification and perfection of practice.Therefore,the author goes deep into the implementation of the teaching mode of "Integrated teaching-learning plan" in high school mathematics class,observes the class situation of teachers and students and students' homework,and studies the class cases.In addition,questionnaires were issued to investigate students' learning habits,students' learning psychology and teachers' and students' use of "Integrated teaching-learning plan" in mathematics.Then according to the analysis of the survey results,find out whatchanges should be made to teachers' teaching and students' learning under the implementation of the "Integrated teaching-learning plan" teaching mode in high school mathematics,and what problems exist in the implementation process.Finally,according to the survey results,combined with own experience and thinking of classroom observation,the author puts forward the improvement strategy of senior high school mathematics' s "Integrated teaching-learning plan" which from the aspects of content and structure,presupposition and generation,commonness and individuality.According to the order of before class,during class and after class,the paper gives the improvement strategies of the using of "Integrated teaching-learning plan" in senior high school mathematics.This paper shares some suggestions on the assessment of teaching model of "Integrated teaching-learning plan" in senior high school mathematics,from teaching assessment and learning assessment this two levels.Hope it can better promote the development of students and facilitate the work of teachers.