Research-based Classroom Teaching High School Mathematics Guidance Case

Guided Learning has become one of the classroom teaching patterns among many schools,which has played an important role in changing teaching methods, and improving the quality ofteaching. However, in the process of teaching high school mathematics, concerning the wayteachers teach, students learn, and their interaction, there are still some problems.This paper attempts to reveal the status of Guided Learning by using questionnaire aboutthe way teachers teach, students learn, and the teacher-student interaction, and throughcomparative analysis with the new curriculum ideas advocated teaching methods and learningstyles, discover the existence of specific issues. Interviews with teachers and students to analyzethe existing problems, try to find the deep-seated causes of the problem, provide the basis forimproving the way through high school mathematics classroom. According to causes of theproblem through theoretical research and practical exploration, present suggestions forimprovement of high school mathematics teaching methods to optimize classroom teachingmethods to achieve efficient classroom. The main results are as follows:1, The construction of the high school mathematics classroom teaching pattern and the NewCurriculum Guidance interprets the new curriculum standards for high school mathematicsclassroom teaching requirements,presents the basic processes of teaching pattern GuidedLearning, including lessons before rehearsal, new lesson into question inquiry, variant practice,test in class, classroom and other aspects summary; analysis of teachers’ Roles in GuidedLearning teaching pattern; analysis of the Guided Learning teaching pattern Features of teachingmethods; analysis of the characteristics of the Guided Learning under the teaching model ofstudent learning.2, The status of the teaching methods Guided Learning teaching pattern under high schoolmathematics classroom analysis and research: teachers do not pay attention to enlightening andgradient design problems; lack of experience and methods in the use of variant teaching; lack ofclassroom and generating default practice and research, classroom teaching with arbitrariness;too much emphasis on the teaching of mathematical knowledge and skills, ignoring the teachingof mathematical thinking, the lack of guidance for students’ mathematical thinking, and failing to fully penetrate the cultural history of mathematics, not enough attention to students’ aestheticawareness and ability; not enough guidance to the application of the learning guide for students;too much designed content for teachers and students to finish. When students are in the face ofdifficulties,they are not able to take the initiative to communicate with the students to discuss andlearn in a passive way, not paying attention to the problem of reflection and summary; Whenfaced with a different point of view,they lack the ability to question, missing valuable classroomteaching resources; lack of different problem-solving methods and initiative variant comparativeanalysis of practice, so they can’t summarize the law actively; Though they can think activelyin classroom activities,they rarely take the initiative to raise their hands to answer questions,leading to lack of classroom subjects; lack of intended study program in the self-study and theirown self-evaluation of learning outcomes; emphasis on the use of Learning Guide, ignoring theuse of textbooks; does not actively engage in classroom summary, but passively listen to thestudents or the teacher, not consciously sorting mathematical knowledge and thingking methods.3, Proposal on the improvement of high school mathematics classroom teaching patternGuided Learning: Analyze the problem and make recommendations to improve the overallteaching methods; on challenging students to think about strengthening the questioning spirit andpractice, on the students taking the initiative to answer questions on the promotion enthusiasmthinking and practice on the promotion of practical ability to improve students’ thinking andpractice, and on practising thinking about variants teaching methodology on the use ofmathematical thinking in classroom teaching and practice.