High School Mathematics Cooperative Inquiry-based Teaching Practice Research Of Independent Learning

On the basis of the concept of “autonomous learning cooperation inquiry”,thepaper discuss the independent Cooperative Learning and inquiry teaching feasibilityand the concrete implementation and operational procedures from the theoretical basis,research significance,method and the high school mathematics "learning autonomycooperation inquiry" teaching organization form, the high school mathematics"autonomous cooperative learning and inquiry”teaching implementation process andother aspects of the high school mathematics". Through two years’ teaching practice, Iverified the feasibility and validity of it.The purpose of this study is to explore the background of quality education in thereform of high school mathematics "effective learning cooperation inquiry" teaching,puts forward the feasible operation scheme. The research method of this topic ismainly through teaching to validate this mode of teaching effect with the literatureresearch method, case study method and comparative study method.This article is divided into five parts to study the teaching mode.In the first part, I Study the literature of this field at home and abroad and thestatus quo of the high school mathematics teaching.In the second part, I introduce the theoretical basis of “autonomous learningcooperative inquiry teaching”.In the third part, I introduce the independent learning time mode of cooperativeinquiry teaching and how to operate this model.In the fourth part, under the guidance of the theory in the third part, and unifiesown teaching experience summary, I proposed how teachers should dominate theclass and under teacher’s leadership students how to engage in activities, which is thespecific operation of the third chapter. In this chapter I also introduces a teaching case,aiming to create a generic template for this kind of teaching mode.In the fifth part I mainly introduce which teaching mode is the result achieved inthe classroom.Through the above a few part of research, the author found that “the mathematics autonomous learning characteristics of cooperative inquiry teaching”，prominentlydisplays in: Openness, Diversity, Richness and abstractness.To explore cooperationcan increase the students’ awareness of cooperation, increase their exchangeopportunities, strengthen the ability to communicate with each other.To carry out the general model of mathematics project inquiry learning in theclassroom is mainly composed of the following three parts: previewing link;classroom cooperative inquiry link; detection and evaluation feedback.