Research On The Design Of High School Mathematics Inquiry Activities

Today’s mathematics education is shifting from focusing on the inheritance of mathematics knowledge to paying more attention to the sustainable development of students and the cultivation of innovative abilities,so that students can actively explore in open mathematics or real situations,so as to accumulate practical experience and improvement.The ability to solve practical problems.High school mathematics inquiry activities play an important role in cultivating students’ comprehensive literacy,but the specific aspects involved are not limited to the theoretical level,but are also affected by the school’s concepts,teachers’ abilities,teaching arrangements,students’ attitudes and many other practical aspects.influences.Therefore,the development of an effective high school mathematics inquiry activity design model has theoretical value and practical significance.This research comprehensively adopts research methods such as literature analysis,investigation research,case research,and qualitative research to investigate the design and development of high school mathematics inquiry activities,and is guided by Dewey’s "learning by doing" theory and multiple intelligence theory,Put forward the basic concepts,design principles and design models of the design of high school mathematics inquiry activities,and combine the specific high school mathematics content to carry out the design of the inquiry activities and case analysis.This study draws the following conclusions:(1)By comparing the content of interviews with three types of teachers: novices,experienced teachers,and experts,it is found that insufficient teaching experience will affect teachers’ attitudes and actual development of mathematics inquiry activities.Novice teachers have randomness in the development of mathematics inquiry activities and lack the awareness of design in advance.The types of activities and organizations designed by skilled teachers are relatively rich,taking into account the realistic factors in mathematics education,and focusing on the comprehensive development of students.Expert teachers attach great importance to the selection of inquiry topics,but they are more involved in student inquiry to avoid mere formality of inquiry.In the design of high school mathematics inquiry activities,novice teachers have relatively more problems,while experienced teachers and expert teachers have more practical experience and activity reflection,which can provide practical inspiration and guidance for activity design research.(2)Based on the results of qualitative research on frontline teachers,this research puts forward the basic concepts of the design of high school mathematics inquiry activities: one is the learning perspective,focusing on the active construction of the knowledge learned by students;the second is the student perspective,focusing on the individual student The cultivation of differences and autonomous exploration of emotions.The design principles are: student independence,focus on process,overall design,full participation,and strong operability.The design model is: determine the activity goal,material selection and processing,determine the type of activity,determine the type of activity organization,determine the form of communication,and determine the evaluation method.(3)Combining the characteristics of high school mathematics curriculum content and mathematics inquiry activities,this research analyzes the content suitable for carrying out mathematics inquiry activities,and believes that open content is more suitable for students to conduct independent inquiry,including open conclusions and open processes.Take part of the content of the two main lines of function,geometry and algebra—the discovery of inequality strings,Napier and logarithmic tables,the exploration of the image and properties of power functions,and the exploration of the subject of conic section as examples.Design principles and design models for case design.