Research On The Application Of The Guidance Discovery Teaching Model In High School Mathematics Classroom Teaching

In the context of the new curriculum reform,the teaching concept of "student development oriented" is deeply rooted in the hearts of the people.The new situation of education requires students to learn autonomous learning,cooperative learning,and discovery learning,and requires teachers to cultivate students’ awareness of discovery and exploration spirit in teaching.This means that the new curriculum reform in China emphasizes the reform of teachers’ teaching forms and changes in students’ learning methods,The cultivation of students’ discovery ability cannot be separated from the discovery activities organized by teachers in daily teaching.Through research,it has been found that it is difficult to take into account the development needs and growth rules of students in curriculum practice in senior high school.Using college entrance exams to design and implement exam-oriented education in teaching,the guided-discovery classroom teaching embodies a distinct "student centered" and "student centered" educational philosophy.The guided-discovery teaching mode is inspired and guided by teachers,and students participate in discovery activities organized by teachers,a teaching mode of discovering and mastering knowledge.Applying the guidance-discovery teaching mode in mathematics classroom teaching is conducive to improving students’ discovery ability.Therefore,it is necessary to investigate and propose strategies for senior high school mathematics teachers to apply guidance in classroom teaching-discovering the problems existing in the teaching mode,promoting the development of teachers and students,and complying with the requirements of the new curriculum reform for teaching.This article mainly adopts the methods of literature research,questionnaire survey,teacher interview,classroom observation,and case analysis to investigate and study the problems existing in the application of the guidance-discovery teaching mode by high school mathematics teachers in classroom teaching.Firstly,summarize the research results of domestic and foreign scholars on the application of guidance-discovery teaching mode in mathematics classroom teaching,laying a certain theoretical foundation for this study;Secondly,a survey was conducted on some mathematics teachers and students of No.9 High School in Harbin City during the first year of senior high school,and the data were analyzed;Finally,go deep into the front line classroom,observe and record the guidance of high school math teachers in the discovery classroom,conduct in-depth interviews with some students after class,and combine the questionnaire and interview results to summarize the existing problems of high school math teachers’ application of guidance in classroom teaching-discovery teaching mode,analyze the causes and propose optimization application strategies.Research has shown that there are the following problems in the application of the guidance-discovery teaching mode by high school mathematics teachers in classroom teaching: First,in the pre-class preparation stage: the selection of teaching content is unreasonable,the creation of teaching situations is insufficient,the setting of discovery problems is unreasonable,and the understanding of students is not in place;Second,classroom organization stage: insufficient guidance on discovery activities,neglect of individual differences among students,neglect of classroom discipline management,inadequate control of classroom time,and a single form of teaching organization;Third,after-class reflection stage: insufficient reflection on the teaching process and teaching effectiveness.In response to these issues,this study proposes corresponding optimization and application strategies: First,in the pre-class preparation stage: clarify the scope of application,and deeply study the teaching materials;Clarify operating procedures and attach importance to situational teaching;Do a good job of problem presupposition and improve the quality of problems;Comprehensive evaluation of students for a comprehensive understanding;Second,classroom organization stage: enhance the awareness of guidance and conduct appropriate instruction;Facing all students,encouraging mutual drive;Improving teaching art and strengthening discipline management;Improve integration ability and control time reasonably;Attach importance to cooperative practice and enrich organizational forms;Third,after-class reflection stage: do a good job of classroom records,reflect on the teaching process;Reflect on teaching effectiveness based on student feedback.In a word,based on previous research,the author designed a student questionnaire with a wide range of dimensions,combined with teacher feedback and actual classroom observation,to accurately and concretely identify the problems existing in the application of guidance to classroom teaching by senior high school mathematics teachers,analyze the causes and propose strategies,and strive to provide teaching reference for front-line teachers.