Construction And Practice Of Heuristic Teaching Mode Of "Six- Question Triple-enlightenment" For Primary School Mathematics Teachers

Heuristic teaching is a treasure in China's history of education.It has had a profound influence on China's education sector since ancient times.Therefore,inheriting and developing heuristic teaching and promoting the systematization and practical applications of heuristic teaching theories under time-specific,locationspecific and individual-specific conditions are responsibilities of mathematics teachers.In this paper,current studies of heuristic teaching theories in mathematics were summarized and analyzed.Meanwhile,the heuristic teaching practice of elementary math teachers was analyzed quantitatively.On this basis,a heuristic teaching model for elementary math teachers,namely the “Six-question Triple-enlightenment” Heuristic Teaching Model,was built to serve grassroots teachers.The “Six-question Triple-enlightenment”heuristic teaching model is to apply the systematic and coherent “Six Questions” methodology to explore and construct the basic meaning and model of heuristic teaching for primary school math teachers.The “Six-question Triple-enlightenment” model explores the framework of the teaching model from a macro perspective,using the internal sophisticated inspection features of the “Six-question Triple-enlightenment” system to conduct sophisticated study on every principle to support the model.The principles of “Six-question Tripleenlightenment” mathematics teaching design are “primitive” principle,“general method of using research questions” principle,“problem structure” principle,“inspired prompt” principle,“high viewpoint” principle and the principle of “mathematical communication”.Based on the in-depth exploration of the construction of the “Sixquestion Triple-enlightenment” heuristic teaching model theory,the study combines the practical needs of teachers at schools,standardises the specific teaching framework of the model,reflection and class explanation templates,and proposes heuristic teaching strategies as well as specific cases in line with heuristic teaching.In this paper,action research was first conducted to combine practice and theory,making theories deeply rooted in practice and optimizing theoretical models with reflection on practice.In the teacher action research,the “etic-emic” research method was applied(i.e.the author observes,experiences and cognizes his or her study as a research object,and at the same time,ponders and reflects on phenomena as a researcher).Furthermore,research data was collected through a wide range of methods as many as possible in a natural environment.Holistic exploratory problems were summarized and reflected on.For example,the process of action research and the school's routine teaching and research activities were well integrated.To be specific,the research was integrated into school-level routine open classes,lesson interpretation,evaluation of classroom teaching and other teaching and research activities as well as semi-structured Interviews.In such a research process,research scenarios can be effectively built and analyzed to explore the value of the study itself.Then data results are processed.Quantitative analysis and qualitative analysis were used to study microteaching procedures.Quantitative and qualitative data was analyzed to summarize and reflect on influences of the “Six-question Tripleenlightenment” Heuristic Teaching Model on the effectiveness of heuristic teaching of mathematics and the mathematical linguistic expression skills of students and degrees of these influences,in order to determine the practical value of this paper.At last,questions worth further pondering in research on the “Six-question Tripleenlightenment” Heuristic Teaching Model were raised from the aspects of metacognition and systemic theories as well as the measurement of influences of heuristic teaching on students' thinking.