High School Mathematics Self-learning Ability Exploration Based On "Guidance Of Learning Plans" Teaching Mode

Currently, domestic and foreign education research on "Guidance ofLearning Plans" teaching mode and mathematics self-learning ability has beenquite mature. Based on previous studies, this article study the "Guidance ofLearning Plans" teaching mode as a means of exploring mathematicsself-learning ability of the current high school students, through literatureanalysis, questionnaires, miniature experiment, mathematics test and otherresearch methods. This research mainly focus on inquiring the relationbetween "Guidance of Learning Plans" teaching mode and developingmathematics self-learning ability among high school students and tries to findways and means that can achieve better training of high school studentsself-learning ability in mathematics in the process of "Guidance of LearningPlans" teaching mode so as to allow students to have better self-learning, andteachers to be better able to carry out the "Guidance of Learning Plans"teaching.Through comprehensive analysis the results of questionnaires, Guidancecase and interviews with teachers and students, the following conclusionswere obtained:(1) This experiment tested and evaluated the mathematics self-learningability of test subjects from three dimensions of reading comprehension,generalization and sorting ability and application ability. The results show that level of high school mathematics self-learning ability is not very optimistic atpresent.(2) Both the mathematics self-learning ability and learning habits of highschool students should be strengthened. Most of the students, especiallystudents with lower scores are too dependent on teachers and classes. Thoughthe majority of teachers and students believe that good mathematicsself-learning ability can give their great help in math study, they ignoretraining self-learning ability in mathematics in daily life.(3) There is a certain relationship between mathematics self-learning abilityof high school students and their scores, the students with a good mathematicsself-learning ability are generally good in their math scores, while the studentswith poor self-learning ability generally get poor math scores.(4) High school mathematics learning ability and the implementation effectof guidance case are interacted. Long-term use of guidance case study canimprove students’ mathematics self-learning ability, and good math learningability can also help students to complete the guidance case better as well.(5) When teachers use the guidance case to improve students’ mathematicsself-learning ability, they should pay attention to the preparation of theguidance case, the ability level of learners, the difficulty of the course content,the students’ feedback, after-school summarizing and so on.