Carrying On Research Into Theory And Practice Of Inquiring Learning In Calculus

In recent years, the inquiring learning as an important way of learning has been paid close attention to the domestic and overseas mathematics education, and has made a lot of influential research results in theory and in practice. It is obvious that the theory research of inquiring learning in calculus of teachers' college remains weak and many problems, so it is quite necessary to combine the systematic research with this theory and explore its feasibility in practice way.This paper intends to study the status quo of inquiring learning in calculus of teachers' college and tries to reveal the impact of calculus inquiry learning, and makes corresponding measures to improve the calculus quality of teaching. It consists of five parts.1. This paper straightens out the correlative literature of this topic, reviews the history of inquiring learning, introduces domestic and overseas status quo on studying of inquiring learning, and defines inquiry learning of calculus combining the characteristics of calculus.2. This paper introduces the general theory of inquiring learning, provides theoretical basis for this research.3. Through empirical research, this paper analysis the status quo and reasons of calculus inquiring learning in teachers' college, and discusses the value and meaning of calculus inquiry learning.4. Based on the calculus, this thesis provides a few practical implementing strategies on how to developing the inquiring learning. These are the choice of contents, geometry visuals, mathematics methodology, overall view, special topic class, philosophical view and networking environment etc.5. This paper points out the issue which should be noticed in calculus inquiring learning of teachers' college: teachers should prevent some one-sided understanding and arrange for the learning gradient totally.