Practical Research On Inquiry Teaching Of Mathematics In Senior One

Taking Ganzhou NO.4 middle school as an example,this paper makes a practical high school mathematics inquiry teaching research,The application of the analytical inquiry teaching mode in the mathematics linking-up teaching of grade one of senior high school,investigation and interview and cases,in order to obtain valuable conclusions.This study has learned exploratory through questionnaire survey and teacher interview,performance and exploratory level in the learning attitude and learning habit of freshmen of high school,refining principles and strategies of high school mathematics inquiry cohesion teaching.The main conclusions are as follows:(1)Questionnaire survey and teacher interview display that freshmen in Grade One lack inquiry-based awareness and ability.Teachers hold a positive attitude towards inquiry infiltration in bridge teaching,this proves the necessity of implementation inquiry-based bridging teaching in Grade One mathematics.(2)Refining and exploring the principles of cohesion teaching,including:adhering to the principle of problem cohesion based on the purpose of high school inquiry-based bridging teaching;adhering to the principle of moderation based on the cohesion of mathematics teaching content in senior high school;adhering to the principle of moderation based on the cohesion of high school mathematics teaching content;adhering to the principle of process based on the cohesion of high school mathematics teaching process.(3)Article extraction the teaching strategies of inquiry-oriented cohesive teaching from three aspects:Pre-class preparation,in class teaching,after-class assistance.Prepare lessons before class,We should not only prepare for the docking of mathematics knowledge in junior high school,but also understand the cognitive structure and ability of freshmen on mathematics knowledge;Analyze how to effectively set up the inquiry problem in the bridging teaching;Thinking about how to grasp the rhythm and time of inquiry-based cohesion teaching.The strategies of classroom teaching include:question raising methods include teachers put forward problems organically with the help of cohesion points;students’ use of mathematics in junior high school to solve problemsand then take the initiative to put forward the problem.At this point that organizes the student to start the discussion is mainly in the middle school comparative high school mathematics knowledge ranking;The key is to connect junior high school and senior high school mathematics knowledge;Way of thinking and so on.In the help link after class,we should add exploratory homework,question compilation and adaptation activities,and further cultivate students’exploratory consciousness and ability after class,so as to promote freshmen of Senior One to better complete the study of the bridging stage of Senior One mathematics.Finally combined with higher mathematical inquiry-based teaching cohesion case,the effectiveness survey experiment and student interview after class,the result shows that using the proposed exploratory join teaching strategy,to explore whether the integration of thinking into teaching can improve students’ performance and it plays a significant and positive role in stimulating students’ interest in mathematics learning at different levels.