Research On Using The Teaching Mode Of "Guided And Interactive Teaching" On School Math Teaching

In the "compulsory education mathematics curriculum standard (2011Edition)", the teaching activityis considered as a process of teachers and students active participation, interaction, common development,students’ learning process should be lively, active and personalized. This means that classroom teaching isnot only to teach students the teacher’s unidirectional textbook knowledge, but a process of teachers andstudents to exchange, share, understanding and creation. The guided and interactive teaching should beadapt to the modern education reform and the development tendency, and as a powerful driving force inmathematics teaching process.The so-called "guided and interactive teaching" is a teaching mode which takes the combination of“guiding" and "interaction" as its characteristic. Its teaching philosophy is "changing teaching to guiding,promoting learning by guiding, coming learning with thinking, teaching interaction. This teaching mode isdivided into four parts: the first is "self-study outline", after introducing a new class, the teacher show the“outline”to all the students and ask the students to make a self-study according the outline; The second isthe "cooperation", for the problems which are not solved in the first part, students can solve them bydiscussion in groups or the teaching from teachers. The third is the "summary", teachers give a briefsummary, then guide the students to sum up what they have learned in this class. The fourth part is"feedback training", this is the end of classroom teaching, it includes two steps: exercises and feedback.Based on the experimental research method, supplemented by survey method, observation method, Imade a research about "guided and interactive teaching "used in the maths in the junior high schools.Through comparative analysis of data, the paper presented the strong points and weakness of two kinds ofteaching modes. Through the questionnaire and observation, the paper illustrates the utility and theeffectiveness of "guided and interactive teaching”.The main contents of this paper is to make a further study of " guided and interactive teaching ",andtry to find out the problems expored when it was be put into use, then I made a attempt to provide somemethods for the problems for the purpose of improving teaching efficiency and promoting the educationand teaching quality. Conclusions are as follows:(1) Compared with the traditional teaching mode,"guided and interactive teaching "can be moreeffective in promoting the learning of math knowledge in junior high school and creating good learningatmosphere.(2) Compared with the traditional teaching mode,"guided and interactive teaching "can improve thestudents’ interest in learning mathematics, and greatly promote the students’ability in reseach, cooperationand self-learning.(3) Compared with the traditional mode of teaching,"guided and interactive teaching" can improvestudents’ learning achievement and comprehensive ability.The innovation of this research lies in:"guided and interactive teaching "was firstly put into use in theXi chuan County, the author experienced the process of this teaching mode from the present to the fullimplementation of it. According to the practice of math teaching in junior high schools, compared with thetraditional teaching mode, this paper did some research about a teaching mode of guided and interactiveteaching. On the one hand, combining the education psychology knowledge, this paper gives theoreticalsupport and feasibility analysis to “guided and interactive teaching” from the aspect of theory. On the otherhand, it verifies the practicality and effectiveness of “guided and interactive teaching” by actual cases andexperimental teaching.