Research On "Blackboard-based Students-Learning" For Mathematics Teaching Under The New Curriculum In Senior Middle School

A new round of mathematics curriculum reform has undergone great changes in many areas. Mathematics teaching in high school has also reflected this change. "Blackboard-based students-leaning" is one aspect of it. "Blackboard-based students-leaning " is a traditional teaching method. In the new curriculum practice, this teaching link is being slowly reduced. One of its causes is the contradiction between teaching contents and class hours: under the new curriculum, for almost every mathematics teacher, there are inadequate class hours, but more contents. In resolving this contradiction, on the one hand teachers use multimedia to increase the information capacity. On the other hand they reduce the Student calculating on the blackboard to save time. The second is the use of modern equipment in teaching: With the strengthening of the modernization of teaching, the process of Student calculus on the blackboard has been evolving into the projector display of the results of the exercises. Third, the student's oral answers have been replacing calculus on the blackboard: at the link of the consolidation exercise, the mode of the students talking while the teacher writing has been replacing the Student calculus on the blackboard. Therefore, in the practice of the new curriculum, there have been a variety of voices: "Stop! blackboard-based students-leaning", "blackboard-based students-leaning really should be laid off?";"the battle of blackboard-based students-leaning triggered by class evaluation,"; "blackboard-based students-leaning, an indispensable method" .These voices reflect some gains and losses of the "blackboard-based students-leaning" in the practice in the context of the new curriculum. Is the "blackboard-based students-leaning" practice-based educational philosophy in the mathematics teaching contradictory to the concept of the new curriculum? If not, how do teachers effectively conduct the "blackboard-based students-leaning"in the context of the new curriculum? How do teachers design and practice the "blackboard-based students-leaning" as a teaching link in high school mathematics class under the new curriculum? The problem is what this paper should look into.In this paper, through a survey of students and teachers, to fatherly find out, in the context of the new curriculum, the status of the implementation of high school mathematics class "blackboard-based students-leaning" link, to understand the teachers'and students'knowledge and attitudes on "blackboard-based students-leaning", to find out the gains and losses and other issues of the "blackboard-based students-leaning" n practice. A survey found out: first, teachers'and students'lack of knowledge on "blackboard-based students-leaning", who thinks that this link is just a feedback means for teachers to check whether the students have mastered the explicit knowledge. In fact, through the blackboard-based students-leaning", it more shows students'tacit knowledge and is not only an important platform for communication between teachers and students, and an important way for student-student exchanges and cooperative learning, but also meets the emotional needs of students and so on. Second, there are a lot of confusion among the teachers and students in practice, such as: evaluation issues, issues of selection of student, issues of selection of problems and so on.Through demonstrating teaching cases, this paper gives the strategies of implementation of high school mathematics class "blackboard-based students-leaning" link against the background of the new curriculum. Teachers can use the teaching means of "blackboard-based students-leaning" in all teaching aspects. This paper proposes the basic strategies of evaluation issues, issues of selection of student, issues of selection of problems and so on for the "blackboard-based students-leaning".