Default And Generated By The Secondary School Mathematics Teaching Theory And Practice Of Inquiry

It is known that the classroom teaching plays an important role in the school education, not only being as a main path to achieve the goal of education, but also as a key to carry out the reform of curriculum. Therefore, the quality of classroom teaching will have a direct influence on the quality of education. With the practice of the New Standard of Curriculum, there are more and more researches focusing on the area of the Generation and Expectation of Classroom Teaching. In this thesis, based on the literature review and the practical research, it tries to gain a deeper insight into the Generation and Expectation of Classroom Teaching both in theory and practice.In theoretical part, based on Constructivism, Post-modernism and Multi-intelligence Theory, this thesis systemically analyzes and expatiates on the history and the roots of the Generation and Expectation theories. And it elucidates the necessity of teaching expectation from the purposeful, designed and organized school education, the inner nature of school education and the efficient classroom teaching in line. There will be another discussion about the necessity of Generation in terms of the complexity of education, the diversity of life activities, the truth of education and the environment. Moreover, appropriate expectation is the base and starting point of generation and the generation is a good supplement to expectation. In other words, there is a dialectic relationship between them.The expectation and the generation have a close relationship with the teaching practice. In this thesis it tries to give a clear explanation of the theories and make some breakthroughs in practices. In the practical part, it takes one junior middle school located in Haidian District as an example. Also two mathematical teachers of Grade One and the four classes that they teach are selected as the object of the research. With the methods of Field Research and Interview, it collected the true data. Also the qualitative method was used to explain the teaching phenomena. In this case study, the real picture of the classroom teaching was given from the following four aspects which are the generation of objectives of teaching, the generation of content, the teaching strategies of teaching and the generation of reflection of teaching aspects. Besides it concludes the four major factors influencing the generation the class teaching, the knowledge background of the students, class environments, the priorities of teaching and the techniques of teaching. With the deep analysis of the material of the interviewing, there is a difference between the factors that the teachers focus and the reality. Finally it makes some suggestions to improve the teacher's teaching: the teachers should update their methods of planning of teaching; the teacher should build a harmonious and easy environment; the teacher should make best use of the resources of the generation; the teachers should improve themselves at a comprehensive level.