"meaningful Reception Learning" And "inquiry Learning" The Integration Of Effective Teaching Strategies

In the new curriculum in mathematics for students in the development of proposed new requirements, while for mathematics teaching also put forward new requirements. Teachers were asked to do "teach effectively, learn happy, satisfied student test scores." The current status of mathematics teaching in secondary schools: First, self-inquiry learning or cooperative learning approach has been used too much. Second, too many "teachers tell students to listen" into the type of teaching methods. How to get out of two extremes, so improve the effectiveness of classroom teaching and must have the appropriate scientific strategy. Therefore, a "meaningful reception learning" and "inquiry learning" under the effective teaching strategies integrating theory and practice of research, is the main problem of this research.In this paper, literature research, case studies, experimental research method.First, this use of "meaningful reception learning" theory, constructivism, inquiry found that teaching theory, and humanistic learning theory as a tool to show "meaningful reception learning" and "inquiry learning" the need for integration, and analysis. Using the above theoretical analysis that "meaningful reception learning" and "inquiry learning" internal relations and their advantages and disadvantages. "Meaningful reception learning" does not mean rote learning, "study" is not necessarily a meaningful learning, and only meet the "meaningful" learning is the effective way of learning. Then come to "meaningful reception learning" and "inquiry learning" the need for integration.Secondly highlighted in mathematics teaching to achieve "meaningful reception learning" and "inquiry learning" are two ways to integrate several strategies:First, according to the "double subject" combination of effective integration strategies; Second, based on the content of teaching strategies for effective integration:(1) According to the mathematics learning content, learning and inquiry learning to seek to accept the best combination of points; (2) According to the learning content with the status and value of mathematics to determine the acceptance of learning and inquiry learning to use ratio; Third, according to students "learning to accept" and "learning recent developments" effective integration strategies; Fourth, through the effective integration of situational teaching math strategies; Fifth, through the local inquiry to balance classroom learning and inquiry learning to accept an effective integration strategy. Finally, the "meaningful reception learning" and "inquiry learning" the combined effectiveness of teaching strategies comparative experiment and make conclusions and recommendations, and through the teaching cases reflect the specific characteristics of each strategy. Moreover, the teaching strategies were carried on from theory to practice in the system.The results show that:in the specific context of mathematics teaching what is to take "Inquiry Learning" and "reception learning"? In the classroom teaching "Inquiry Learning" and "recipient learning" components respectively? Teaching methods used should be based on student's "mathematical reality" and the teaching content, teachers, teaching facilities and other factors to decide. "Meaningful reception learning" and "inquiry learning" should be integrated. The use of "meaningful reception learning" and "inquiry learning" under the effective integration of teaching strategies that stimulate students interest in learning math, middle school students to improve math achievement, and promote the development of mathematical thinking, to greatly enhance the efficiency of mathematics teaching.