Present Situation And Case Study On The Teaching Of "Experiment And Inquiry" In Junior Middle School Mathematics

Mathematics Curriculum Standard of Full-time Compulsory Education(2011 Edition)points out that "synthesis and practice" is a kind of learning activity which is based on problems and students’ independent participation.Therefore,the "synthesis and practice" section emphasizes the close connection between practical problems and mathematics classroom,and provides a platform for students to practice and explore,so as to cultivate and develop students’ comprehensive practical ability and innovative application consciousness.As one of the main forms of expression in the field of "synthesis and practice ",the column " experiment and inquiry" of junior high school textbooks is of great significance.It can also improve students’ mathematical literacy and mathematical experimental inquiry ability,cultivate students’ inquiry consciousness and innovation consciousness,and promote students’ all-round development.However,in recent years,there have been few studies on the contents and teaching of the "experiment and inquiry" column in the Human Education Edition,so there are no authoritative articles on how to carry out the "experiment and inquiry" column teaching.This study attempts to take a junior high school in Nanning as an example to explore the relevant contents and understanding of the "experiment and inquiry" column,and to study some problems existing in the teaching of "experiment and inquiry" column.And then for the "experiment and inquiry" column teaching to provide some reference and suggestions.This study is to investigate the use of "experiment and inquiry" column and teaching situation of teachers and students.On the basis of relevant theories,teachers’ questionnaire is divided into four dimensions : " understanding research "," integration "," application " and "evaluation ".Students’ questionnaire is divided into five dimensions : " cognition "," interest ","experience "," motivation " and " values ".On this basis,two classes in Grade 7 and Grade 8 are selected to carry out the teaching of "experiment and inquiry" column,and the actual records of these two classes are analyzed by case analysis method,and the teachers and students are interviewed.Then more in-depth understanding of teachers and students on the "experiment and inquiry" column,draw relevant reasons and conclusions.Finally,the relevant teaching suggestions are put forward in view of the problems in the process of teaching.Based on the above two studies,the following conclusions are drawn:1.most teachers and students have a positive attitude towards the "experiment and inquiry" column,there is a problem of "general situation and need to be improved" in the teaching of "experiment and inquiry" column.2.The difference between the four dimensions of cognition,interest,experience and values in the "experiment and inquiry" column is significant,but the difference of motivation dimension is not significant.3.through the correlation analysis between the teacher questionnaire and the student questionnaire,it is found that there is a correlation between the teacher’s purpose,teaching goal,teaching method and teaching implementation of the "experiment and inquiry" column.There is a correlation between teachers’ understanding of the teaching function of this column and their attitudes towards setting up "experiment and inquiry" columns in textbooks.There is a correlation between students’ active learning of "experiment and inquiry" and students’ interest in "experiment and inquiry" column.There is a correlation between students’ active learning of "experiment and inquiry" and students’ learning attitude towards "experiment and inquiry" column.4.teaching of "experiment and inquiry" column is effective and promotes the students’ ability of experimental inquiry and the growth of inquiry thinking.5.internal reasons for the teaching effect of "experiment and inquiry" column are :1teacher,the teacher’s own understanding and understanding of the column is not enough,and in thought,the column content is not clearly required in the examination outline,and the examination is not taken.On the students side,the students’ own inquiry consciousness and inquiry ability are weak,need the guidance of teachers,and students will have a certain learning inertia,the basic knowledge is not firmly grasped,and so on.6.the external reasons of the teaching effect of "experiment and inquiry" column are as follows :(1)teachers’ daily teaching methods are relatively single,mainly in teaching style,and seldom carry out inquiry mathematics activities;(2)due to the influence of the examination pressure,teachers’ teaching task,teaching pressure and students’ learning pressure,the contents of the examination are paid more attention to,other knowledge and ability are ignored;(3)schools do not pay enough attention to,and the teaching conditions of the school are limited.In the field of column teaching,we should make rational use of the "experiment and inquiry" column to satisfy the development of students’ thinking and ability,integrate teaching methods,design teaching contents,etc.