Practical Research On "Five Movements And Six Steps" Mathematical Teaching Mode In High School

In recent years,there has been a nationwide upsurge in the reform of classroom teaching mode,Many model schools are adopting new teaching models.Guangxi education department has put forward clear requirements on the teaching quality management of senior high schools"To fundamentally change the classroom teaching method of" full classroom teaching ",fully mobilize the enthusiasm of teachers and students to teach and learn,From the classroom to effect,efficiency,quality,further quickly improve the teaching level and teaching results.Therefore,Guilin experimental middle school affiliated to the CNU proposed a classroom teaching mode of“five movements and six steps”dominated by exploratory learning.The “five movements” are ear movements,eye movements,brain movements,manual movements and mouth movements.“six steps” that is to guide learning,thinking,discussion,show,comment,practice.The teaching model is still in the experimental stage,It also needs to be tested and optimized according to the teaching practice.This article mainly adopts the literature research method,questionnaire survey method,case analysis method,experimental research method,etc.The teaching mode of "five movements and six steps" is deeply studied by combining theoretical research and practical application,and makes a comprehensive and systematic exposition of the content,meaning,research purpose and value,theoretical basis,teaching strategies and classroom teaching implementation methods of the new teaching mode.Introduction of mathematics classroom teaching cases,so that people understand the essence of the "five six links" teaching mode.And has carried on the nearly one semester teaching experiment,aims at through the teaching practice deepens and excavates "five moves six links" teaching pattern in the mathematics classroom the operability and improves the teaching quality.The following conclusions are drawn from the experimental study:Through the comparison of questionnaires before and after the test in the experimental class,it can be concluded that the students have improved their interest in learning mathematics,50% of the students' ability of independent inquiry and reflection was improved,30% of the students' learning strategies wereimproved,and the number of students who encountered difficult problems and thought over and over increased by 50%,that is,this teaching mode is conducive to the cultivation of students' thinking ability.In the pre-test,there was no significant difference between the experimental class and the control class(P(29)(28)05.0248.0),In the later test,there is a significant difference between the two classes(P(27)(28)05.0001.0).The average score,passing rate and excellent rate of the experimental class all improved,especially the excellent rate increased by 20%,while the control class basically did not improve,indicating that the “five movements and six steps”teaching model has improved the classroom teaching effect very well,especially for the cultivation of outstanding students played a greater role.However,as the classes used in the experiment are all classes with good Learn basic,it is still to be further studied whether the classes with poor Learn basic have good effect or not.