Guidance Case Model Of Instruction In Junior Middle School Mathematics:a Research On Problems And Suggestions

In recent years, there are a variety of instruction models popping up in the field of junior middle school mathematics instruction, among which the guidance case model of instruction has the most extensive influence. The guidance case model of instruction emerged in the search for effective classroom in Du Langkou Middle School. Its biggest characteristic is teaching based on students’ self-study and co-study. This kind of instruction model, learning before teaching and teaching according to learning, has changed the basic paradigm of the traditional teaching. The guidance case model of instruction emphasizes the student-oriented status, and advocates to give the class back to the students, which echoes the idea of the new curriculum reform. With the successful school practice and the support of advanced concept, the guidance case model of instruction quickly swept the country, followed by many other schools. However, the guidance case is still a new model of instruction. The theoretical basis and operation procedures are still not perfect. Many problems has emerged in junior middle school mathematics teaching, causing the controversy and thinking in education field. So searching for the problems and causes of the guidance case model of instruction in junior middle school mathematics has the important meaning for the development of both the guidance case model of instruction and the teaching reform.This paper launches the research based on the key problems above, taking X School for example, and investigates the guidance case model of instruction in junior middle school mathematics teaching. It also analyzes the existing problems and causes, and explores a practical strategy to improve.First of all, the text analysis of guidance case, classroom observation and interview survey are used to collect detailed information. Then, the above data is used to carry on the research analysis. From the text and implementation of guidance case(before class, in class and after class), the paper shows two aspects of existing problems in the model of instruction. On the one hand, there are problems in guidance case text, such as fixed structure, vague or dislocated or narrow learning objectives design, formal learning methods, different content and objectives of guidance case design, and the design that only based on knowledge. On the other hand, there are problems in the guidance case implementation, such as insufficient preparation before class, including the poor preview of students, and the teachers’ understanding of students’ preview is not comprehensive, as well as the rigid classroom, including fixed teaching process and generalization of group cooperative work, and the inefficient use after-school, including that the students don’t reflect or revise and the teachers don’t feedback.Secondly, the paper explores the causes of above problems from three dimensions as school, teachers and students. There are problems such as the blind guidance case teaching, the formal teachers training, and the lack of organization of guidance case preparation, and the unscientific evaluation. And there are also problems such as teachers’ negative attitude on guidance case, one-sided understanding of guidance case teaching, and the insufficient teaching ability. As for the students, there are problems including poor self-learning ability and heavy academic burden.Finally, from the two aspects of schools and teachers, the paper gives feasible suggestions to improve the junior middle school mathematics guidance case model of instruction. The school must have a correct understanding of the guidance case, and follow the teaching law as well as respect the leading role of the teacher. Carry out effective training, make full-implement of guidance case design, and establish a scientific evaluation system. At the same time, teachers should change their concepts and role, changing from the guidance case text porter to designers, changing from learners to organizers, and changing from the inculcation of knowledge to guidance, from the neglect to attention. As a model of instruction, the guidance case has certain limits and conditions, so it should be used according to the school, teachers and students, as well as the course system.