Research And Practive On Reflective Teaching Of Mathematics In National High School

As the new round reform of basic education curriculum has already started, the demand of quality education is higher and higher. "Reflective teaching", "reflective learning" and "reflective teacher" are increasingly becoming education concerning focus, especially high school education in minority areas, shouldering the important tasks of cultivating minority students and developing the education in minority regions. Reflective teaching means a kind of teachers'behavior in teaching practice, namely teachers reflect their own teaching in the course of teaching continuously, and make themselves become scholar teachers by consciously analyzing and criticizing their teaching conduct and teaching process with their own teaching activities and students'realities as cognitive objects, combining "learn to teach" and "learning to learn" to improve rationality and timeliness of teaching practice. Compared with the traditional teaching, reflective teaching has such advantages as more rationality, flexible timeliness and spiral rise, etc, is a kind of effective teaching based on the maximum benefits of teachers and students.Aiming at the actual situation of the teachers and students in minority high school, we made a research on how to combine organically the reflective teaching and minority high school maths teaching. We put forward reflective strategies based on the minority high school teachers teaching and guiding the students to carry on the reflective learning and has carried on the experimental research from constructivism theory, metacognitive theory, Ausubel's cognitive learning theory and other related theory to briefly introduce the reflective teaching research in minority high school. It is the starting point of the study to reflect minority high school math teaching practice and guide minority student to make reflective learning, based on mathematics teaching reality, through relevant teaching strategies, deepening the reform of mathematics teaching, thus making the teacher have high theory quality and scientific research ability in the process of teaching and use the relevant strategies to guide practice, finally, to strengthen students'mathematical learning abilities and creative spirit and enhance minority high school's teaching quality. As for the empirical work, we verified the strategy significance and value of high school mathematics reflective teaching through the teaching experiment methods, combining with case analysis, questionnaire and interview method.The experiment results show: compared with common teaching strategy, reflective teaching strategy can significantly improve minority high school students'grades in mathematics and enhance minority high school students'learning abilities.