The Application Research Of "Three Doubts And Three Explorations" Teaching Mode In High School Mathematics Teaching

The 20 th National Congress of the Communist Party of China proposed to accelerate the implementation of the innovation driven development strategy,demonstrating the important position of innovation in the future development of our country.The "Three Doubts and Three Explorations" teaching mode is to transform classroom teaching methods,fully reflect the role of students as the main body and teachers as the leading role,cultivate students’ exploration awareness and good exploration habits,encourage students to question boldly,listen carefully and evaluate,and thus enhance their creativity.At present,there are many theories of the "Three Doubts and Three Explorations" teaching model,but there are few examples combined with high school mathematics,lacking experimental data support,and the theory and practice have not been closely integrated.This article uses various research methods to analyze the application effect of the "three doubts and three explorations" teaching model in high school mathematics,closely combining theory with practice.The full text is divided into six chapters.The first chapter mainly introduces the background,purpose,and significance of the topic of this paper;Chapter 2 defines the meaning and characteristics of the "three doubts and three explorations" teaching mode,and provides the teaching principles and relevant theories followed by the "three doubts and three explorations" teaching mode in Chapter 3,enriching the theoretical foundation of the "three doubts and three explorations" teaching mode;Chapter 4 applies the theory of the "three doubts and three explorations" teaching model to practice,mainly in two types of new teaching and review courses,while analyzing the implementation points of the "three doubts and three explorations" teaching model in different course types;Chapter 5 compares the impact of the "three doubts and three explorations" teaching mode and traditional teaching mode on students through various methods such as analyzing experimental data and exams,and analyzes the experimental results in detail;Chapter 6 summarizes the entire text,and based on the experimental results and actual teaching situation,discusses in detail the successes and shortcomings of the "three doubts and three explorations" teaching model,and puts forward some personal reflections.After research,it has been found that in the "three doubts and three explorations" mathematics classroom,"doubts" and "explorations" alternate and gradually occur,causing students’ thinking and mathematical thinking to constantly collide,wiping out the "spark" of knowledge.The teaching mode of "three doubts and three explorations" fully reflects the role of students as the main body and teachers as the leading role through the transformation of classroom teaching methods,and cultivates students’ exploration awareness and good exploration habits,encouraging them to question boldly,listen carefully,and evaluate.At the same time,the "Three Doubts and Three Explorations" teaching model places greater emphasis on the logical connection between mathematical knowledge.Teachers should see the big from the small and raise high-level and interrelated questions,which forces teachers to constantly learn and helps improve their professional abilities,continuous learning,and lifelong development.